방법 비교

	Digital Program Evaluation	교육적 실천 연구
분야	현장 조사법	현장 조사법
계열	Process / pipeline	Process / pipeline
기원 연도	2000s–2010s (formalized alongside proliferation of digital programs and online data)	1940s (Lewin); educational context developed 1970s–1980s
창시자	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)
유형	Applied evaluation methodology	Participatory qualitative research design
원전	George, S., & Leidner, D. (2020). Digital Evaluation: Leveraging Digital Data and Methods for Program Assessment. Routledge.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
별칭	technology-enhanced evaluation, digital evaluation, e-evaluation, online program evaluation	EAR, practitioner research, teacher action research, classroom action research
관련	5	6
요약	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.