When instructors are asked about course evaluation, probably the most frequent response is that students evaluate the course at the end of the semester. While this is certainly one type of course evaluation, there are other types and audiences that can provide a broader spectrum of the course's effectiveness. This segment will examine some of those possibilities, as well as special issues that technology brings to the evaluation process.

Student Evaluation of the Course: Online courses present additional variables for students to address during the evaluation process. One way to conceptualize and structure the approach to evaluation is by using Michael Moore's (1989) learner interaction model and a fourth interaction (learner to technical interface) added in 1994 by Hillman, Willis, and Gunawardena. This model identifies the importance of the relationship between the learner and those variables inherent to an online course.

• Learner to technical interface: the relationship of the student with the technical interface.
• Learner to content: the student's change in understanding, perception, and cognitive structure.
• Learner to instructor: the instructor's role as director of learning and the role of providing a human relationship.
• Learner to learner: the relationship between a learner and other students in the course.

Asking questions directed from the different variables allows you to discover problems and identify areas where revisions are truly needed.

Instructor Evaluation of the Course: An integral part of being an instructor resides is paying attention to the evaluation process. Awareness of where students begin, how they grow and progress, what they are able to achieve, and how they synthesize the different course components are all indicators of the course's effectiveness.

Department Evaluation of the Course: The academic department sponsoring the course will also want to maintain some form of evaluation – similar to that of its standard procedure for face-to-face classes. During the initial offerings of Web-based courses, however, it would be very helpful to familiarize colleagues with the different issues that impact online students. Documenting multiple types of evaluations from multiple audiences will assist with obtaining the necessary support for continuing an online curriculum.

Support Staff Evaluation of the Course: Broadening the evaluation arena to include staff and other participants in the program is often a part of grant planning requirements. However, when departments and instructors are beginning to offer distance education, the added information can be of great help. Another source of evaluation information comes from those campus departments who supported either the instructor during development and/or the students enrolled in the online course. Staff members in these units are able to provide detailed feedback and examples from the unique perspective of being familiar with the course, yet also being "outside" the course.

Outside Evaluation of the Course: Although it may be time-consuming, having outside evaluators can also provide added insight into ways to strengthen or improve the effectiveness of your course. It is best to enlist a minimum of three specialists from two different areas of expertise: 1) those who are proficient in the field of content and 2) those who are proficient in the field of designing and developing Web-based instruction. They will need access to the course materials and online resources as well as guidelines for evaluation or an evaluation form. The results can be added to the course's portfolio and utilized for revisions and long-term planning.

The final factor is program evaluation.

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