Level 2 - Learner Impact 

This level evaluated the learner’s impact when using the TEL resource. Data is collected from a Likert-scale questionnaire, a focus group, usage metrics and assessment data . The evaluation is measuring the influence of a TEL resource on the course outcomes for individual learners. Although it has been acknowledged by other researchers (Holton 1996; Yardley & Dornan 2012) that it is difficult to quantify the impact of a single resource to its learning outcomes. This stage of the evaluation proposes  that data collected through different formats and mediums needs to be able to draw conclusions and measurements of impact for both the learner and their learning outcomes. Pickering and Joynes (2016) acknowledge that because of the varying and different methods of data collection that are proposed, this stage of level 2 is complex and requires a lot of planning to be able to collect consistent and useful data.

To determine the learner’s impact of a single resource, the author’s suggest a detailed questionnaire is required, which focuses on the range of learning resources accessed and how long the student was spending in a particular resource. During this stage the participants should be identifiable (with their permission) so that demographic information can be linked directly to a learner’s impact and needs. Being able to compare students’ assessment results with what TEL resources were accessed will help to generate results and findings from a holistic viewpoint of the whole course or subject studied. Linking accessibility, number of times downloaded and usage patterns creates usability data that when linked with students’ learning outcomes provides a “clear and holistic view of the impact of the TEL resource” (Pickering and Joynes, 2016).

Once data collection and analysis has been completed for this stage of the holistic evaluation method, analysts should be able to draw on conclusions gathered from learner satisfaction and gain in Level 1 and a learner’s impact in Level 2. Conclusions from both levels would generally be considered sufficient when determining the success of a specific TEL resource and its impact on learners and their learning outcomes. Level 3 is considered to be an optional extension in the holistic model as it relates more directly with the implementation of that specific TEL resource to a wider integration within an institution.