Instructional criteria are concerned with the delivery and access of instruction and its outcomes for learners. Ethical criteria address technology availability to diverse learning audiences and the scope of effort given to make formerly estranged student groups aware of the opportunities DLTs provide. What we know about the roles of evaluation guides the methods we use in evaluating DLTs. Methods are also determined by the nature of the criteria prescribed. Since criteria introduced here for evaluating DLTs involve strong descriptive and explanatory components, some primarily qualitative methods are outlined.
Participant observation puts the evaluator in the classroom with the learners.
A great amount of information can be gained by watching such things as how the students interact with each other and the instructor, how other learner information resources are integrated into telecommunicated learning activities, and how distance learning technologies blend with the traditional class schedule. Observations can be as informal as jotting down notes on events as they occur or notes on specific themes guided by formal protocols. Interviews are excellent opportunities for probing, searching, and finding explanations for discrepancies between observed and expected effects, among other things. Interviews allow you to make sure the respondent clearly understands what you are asking and lets you follow up on incomplete answers. Interviews can be focused to address very detailed information needs like those required from a systems support manager, or they can be open-ended as when assessing parents attitudes about the use of technology in the schools.