Abstract:

In this paper, we present the evaluation results of the distance training of unemployed people. This is done within the mRIDGE project.
Our pilot experiment addresses people who do not have access to education as it is far away from their place, because of lack of finances, or because of socio-economic isolation. In times when big groups of people permanently remain outside the labour market, taking measures to increase employment and organizing retraining and motivation of the unemployed people are of primary importance.

Obtaining additional training and qualifications is a prerequisite for start a job.

For our experiment we developed a course “Introduction to Electronics” for initial qualification in accordance with the specific character of the platform for electronic learning DIPSEIL and we will reflect on the evaluation results.

The indicators to evaluate the course and its quality are defined as follows:
• Adequacy: the coherence between, on the one hand, input, process, products and goals, and on the other hand, expected and social needs. The quality indicators of adequacy, in education, are defined as the coherence between the course with the needs assessment.
• Efficacy: the coherence between the products and the outcomes with the goals defines the efficacy, or the good results that a course reaches according with the previous needs.
• Efficiency: the coherence between input and process, and product defines the efficiency identified as the appropriate use of the resources to reach the goals.
• Satisfaction: the coherence between the needs and the outcomes, and is a measurement of the impact.
• Excellence: means the good practices to reach goals in respond to the needs, or put it in another way, the optimal coherence level between all the components represented in the systemic model of the quality of course or educations institutions.

To collect information about ‘efficiency’ indicators three specific instruments are used, namely: ‘Attitude towards learning by Internet-based environment Questionnaire’, Trainees ‘achievement’, ‘System Usability Questionnaire’. The ‘satisfaction‘ have been measured by trainees by means of the ‘Course Evaluation Questionnaire’, elaborate with the purpose of evaluating the general learning process, included the course’ design, the platform and the learning strategies used during the course and their satisfaction with all the elements intervenient in the course.

Keywords:

Distance education, unemployed people, disadvantaged groups.