Comparar métodos
Revisa los métodos seleccionados uno junto a otro; las filas que difieren aparecen resaltadas.
| Evaluación de Programas Digitales× | Investigación-Acción Educativa× | |
|---|---|---|
| Campo | Métodos de campo | Métodos de campo |
| Familia | Process / pipeline | Process / pipeline |
| Año de origen≠ | 2000s–2010s (formalized alongside proliferation of digital programs and online data) | 1940s (Lewin); educational context developed 1970s–1980s |
| Autor original≠ | Evolving practice; rooted in Rossi, Lipsey & Freeman's evaluation tradition; extended by digital methods scholars in the 2000s–2010s | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Tipo≠ | Applied evaluation methodology | Participatory qualitative research design |
| Fuente seminal≠ | George, S., & Leidner, D. (2020). Digital Evaluation: Leveraging Digital Data and Methods for Program Assessment. Routledge. link ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Alias | technology-enhanced evaluation, digital evaluation, e-evaluation, online program evaluation | EAR, practitioner research, teacher action research, classroom action research |
| Relacionados≠ | 5 | 6 |
| Resumen≠ | Digital program evaluation applies the systematic logic of program evaluation to programs that operate fully or partly in digital environments, using digital tools and data — web analytics, online surveys, platform logs, social media metrics, and digital trace data — to assess program reach, implementation fidelity, and outcomes. It retains the core evaluative commitment to rendering a defensible judgment about program merit and worth while exploiting the speed, scale, and granularity that digital data sources offer. Applications span online education, digital public health campaigns, e-government services, and technology-mediated social programs. | Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry. |
| ScholarGateConjunto de datos ↗ |
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