Authors: Priscilla O Okunji, Ihuoma Ezebuihe.
Introduction: The Learning-Transfer Evaluation Model (LTEM), is particularly designed to assist institutions and learning professionals to decide if their evaluation methods are effective in providing valid feedback as studies have reported that previous evaluation models have not done so effectively. LTEM is composed of eight levels starting from completely inadequate methods of learning evaluation to the effects of learning transfer. The model is designed to be critical for all learning interventions, including classroom learning, e-learning, mobile learning, on-the-job learning, self-study learning, etc. Hence, the rationale for using this learning model to evaluate an undergraduate Leadership and Management online class during the 2021 Spring semester. LTEM could be used anywhere to evaluate if learning has occurred. The terminology may eventually change evaluation practices; however, the new model is designed to help bring wisdom and knowledge to faculty teaching efforts. Hence, the rationale for using this learning model to evaluate an online class during the COVID-19 pandemic.
Methods: Articles were extracted from PubMed and only five articles were chosen for the review prior to designing the online Leadership class. The inclusions were learning interventions, classroom learning, e-learning, mobile learning, distance learning, simulation, hybrid, discussion board. Exclusions were teaching and all non-learning and evaluation activities in higher education.
Result: The learning outcomes of the leadership class was analyzed and tabulated according to the LTEM evaluation models (1-8). The results showed that using simulation technique was a very effective way evaluating learning when compared to other teaching methods such as role model, test, quizzes, etc. The rationale being that students were able to think critically and the outcomes of their learning dramatically changed on pre-post evaluation on Leadership and Management cues.
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