Evaluation of the Learning Path Specification

José Janssen, Rob Koper, Adriana Berlanga

    Research output: Contribution to journalArticleAcademicpeer-review

    55 Downloads (Pure)


    Flexible lifelong learning requires that learners can compare and select learning paths that best meet individual needs, not just in terms of learning goals, but also in terms of planning, costs etc. To this end a learning path specification was developed, which enables to describe both the contents and the structure of any learning path, be it formal, non-formal, informal, or indeed a combination of these. This paper briefly explains the learning path specification and its purpose to then present a framework for the evaluation of the specification based on theories of model quality. A study of learner choice processes (n=15) was carried out to investigate the specification’s semantic and pragmatic quality (clarity, completeness and parsimony) with respect to the selection of a learning path. Results indicate that the specification does not contain any redundant information. Instead, the study has led to improvement of the specification’s (feasible) completeness by further refinement of scheduling information.
    Original languageEnglish
    Pages (from-to)218-230
    Number of pages13
    JournalEducational Technology & Society
    Issue number3
    Publication statusPublished - Jul 2011


    • TENCompetence
    • Learning path specification
    • Formal learning
    • Informal learning
    • Learner choice


    Dive into the research topics of 'Evaluation of the Learning Path Specification'. Together they form a unique fingerprint.

    Cite this