In considering literature on the evaluation of Virtual
Learning’s (VL) or similar technologies, it is apparent
that there are many different approaches to studies. A
useful framework has been devised by Oliver (1997),
which provides a comprehensive guide to the evaluation
of the use of educational technology. It is possible
that the term “evaluation” may be restrictive in the
current context. Evaluation has been clearly explained
by Oliver (2000) as “the process by which people make
value judgements” and when applied to learning
technology, he suggests that this is often the
educational value of innovations or practical issues in
introducing new teaching methods and resources. Whilst
the overall objectives of such evaluations are likely to
be identifying what may improve learning, some
evaluations have specific outcomes, whilst others aim
for more general relevance. Oliver (1997) is well aware
of this distinction, which is built into the five
purposes for evaluation (described in paper). A more
marked distinction is made in the current paper by
suggesting that it may be helpful to regard some studies
as “experiments” and some as “evaluations”. pdf 2006
