The impact of integrated learning system implementation on student outcomes: Implications for research and evaluation |
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| Institution: | 1. Division of Trauma Surgery, Department of Surgery, University Hospital Zürich, University of Zürich, Zürich, Switzerland;2. Orthopedic Department, Balgrist University Hospital, University of Zürich, Zürich, Switzerland;3. Department of Biostatistics, Epidemiology, Biostatistics and Prevention Institute, University of Zürich, Zürich, Switzerland;1. Department of Molecular Genetics, Weizmann Institute of Science, Rehovot, Israel;2. Chemical Research Support, Weizmann Institute of Science, Rehovot, Israel;3. Centre for Synthetic Microbiology (SYNMIKRO), Fachbereich Chemie, Philipps-Universität Marburg, Marburg, Germany;4. Department of Plant and Environmental Sciences, Weizmann Institute of Science, Rehovot, Israel;5. Department of Plant Pathology and Microbiology, Faculty of Agriculture, Food and Environment, The Hebrew University of Jerusalem, Rehovot, Israel;1. Leeds Institute of Medical Education, School of Medicine, Faculty of Medicine and Health, University of Leeds UK;2. Leeds Teaching Hospitals NHS Trust, UK;3. School of Computing, Faculty of Engineering, University of Leeds, UK;4. School of Social Sciences Humanities and Law, Teesside University, UK |
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| Abstract: | Recently, studies have been initiated to evaluate computer-based integrated learning systems (ILSs). Among those characterized by good scientific design, few have found the ILS to have positive effects on student achievement or attitudes. These findings might lead one to believe that the ILS has little impact on valued student outcomes. However, in a large national study partially reported in this chapter, it was shown that there may be another explanation for such findings, namely that in most schools ILSs are not being implemented effectively. Analyses of effects of level of implementation on outcome measures revealed that with weak implementation there is little if any positive effect of the ILS and sometimes even a negative effect, whereas with strong implementation, the ILS had a positive effect on student outcomes. The authors argue that evaluation of an ILS before its implementation fully meets the vendor's implementation standards is premature at best and may seriously underestimate the potential effectiveness of the ILS. The authors suggest why school implementation of ILSs may not be optimal, and outline implications of these findings for future ILS research and evaluation. |
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