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1.
ABSTRACT: This article provides background and an introduction to a user‐centered design and usability test in an inexpensive format that allows content experts who are novices in e‐learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of elaborate testing laboratories, and the establishment of clear, concise objectives with a detailed test outline are supported by the discount usability testing approach. This approach reduces testing cost, provides faster results, and yields a more successful product and increased customer satisfaction. Discount usability testing should have broad appeal to new e‐learning developers as a final step before releasing their newly developed training modules.  相似文献   

2.
This usability study evaluated users' perceptions of a multimedia prototype for a new e‐learning tool: Anatomy of the Central Nervous System: A Multimedia Course. Usability testing is a collection of formative evaluation methods that inform the developmental design of e‐learning tools to maximize user acceptance, satisfaction, and adoption. Sixty‐two study participants piloted the prototype and completed a usability questionnaire designed to measure two usability properties: program need and program applicability. Statistical analyses were used to test the hypothesis that the multimedia prototype was well designed and highly usable, it was perceived as: (1) highly needed across a spectrum of educational contexts, (2) highly applicable in supporting the pedagogical processes of teaching and learning neuroanatomy, and (3) was highly usable by all types of users. Three independent variables represented user differences: level of expertise (faculty vs. student), age, and gender. Analysis of the results supports the research hypotheses that the prototype was designed well for different types of users in various educational contexts and for supporting the pedagogy of neuroanatomy. In addition, the results suggest that the multimedia program will be most useful as a neuroanatomy review tool for health‐professions students preparing for licensing or board exams. This study demonstrates the importance of integrating quality properties of usability with principles of human learning during the instructional design process for multimedia products. Anat Sci Ed 2008. © 2008 American Association of Anatomists.  相似文献   

3.
Online educational technologies and e‐learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e‐learning tool success is based on more than just user satisfaction and preliminary learning outcomes—rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e‐learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e‐learning tool success. To assess the usability of an e‐learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e‐learning tool use is essential in ensuring e‐learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e‐learning tool's life cycle. Anat Sci Educ 10: 190–199. © 2016 American Association of Anatomists.  相似文献   

4.
E‐learning in corporate training has been growing rapidly because of the pursuit of time and budget efficiency in course development and delivery. However, according to previous studies, efficiency does not always guarantee training effectiveness, which is the major concern of human resource development. It is therefore necessary to identify the factors influencing the effectiveness of e‐learning courseware and understand their interrelationships. The purpose of the study is to investigate the structural relationships among organisational support, learning flow, learners' satisfaction and learning transfer. The study participants were 379 learners who completed an e‐learning courseware at a large Korean company and responded to an online survey. Based on the results of structural equation modelling, the findings suggest that organisational support and learning flow have direct effects on learning transfer and learners' satisfaction, while learning flow mediates organisational support and learners' satisfaction.  相似文献   

5.
Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e‐learning platforms. This study examines the success of e‐learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e‐learning CMSs in five dimensions: system quality, information quality, instructional quality, user satisfaction, and CMS benefits. An analysis of survey data collected from students participating in a university‐wide CMS shows that system quality, information quality, and instructional quality positively influence user satisfaction, which, in turn, increases the benefits of CMSs. By providing a comprehensive framework for the critical success factors in e‐learning CMSs and their causal relationships, this study provides practical implications for managing e‐learning courses and resources for a more flexible and effective CMS‐centered, e‐learning environment.  相似文献   

6.
The advent of mobile technologies in learning context, has been increased the requirements for developing appropriate usability model to align with mobile learning applications. Even though mobile learning has been studied from different aspects of pedagogy environment and technology acceptance, there is little scientific and published research on usability of mobile learning applications. To fill up the gap, in this study, a usability evaluation model with the inclusion of timeliness is developed to assess the usability of mobile learning applications. Timeliness or response time as an important feature in mobile learning, which influences learning satisfaction, can be considered to evaluate the peers and instructors’ timely response. The main objective of this study is to construct and validate a usability evaluation survey for mobile learning environments. This study employed a two round Delphi method to empirically verify the usability questionnaire by obtaining a consensus from fourteen experts regarding the questionnaire items. Results indicate that over 88% of experts have consented on all usability items represented in the usability questionnaire. The usability evaluation survey for mobile learning applications can help to improve user satisfaction and reductions in training costs. The decrease in costs attracts many researchers, interface designers and project managers to employ the usability evaluation when designing the interfaces for mobile learning applications.  相似文献   

7.
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place.  相似文献   

8.
This article explores methods organizations can use to increase self‐directed e‐learning completion rates and overall satisfaction. It focuses on three main areas of application: (a) increasing organizational support and positive initial user expectations, (b) reducing factors that lead to learner mental overload, and (c) designing motivational strategies into the learning content. Although applicable as general principles, relevent strategies, theories, and models are discussed with a focus on organizations offering technical product training for their clients.  相似文献   

9.
ABSTRACT Today, e‐learning is a common delivery media for education and training within many organizations. Yet, while both the supply and demand for e‐learning opportunities has risen in recent years, many professionals are beginning to question whether e‐learn‐ers are prepared to be successful in an online learning environment (e.g., Gug‐lielmino & Guglielmino, 2003; Watkins & Corry, 2005). After all, a learner's demonstrated success in a conventional education and training classroom may not be an adequate predictor of success in an e‐learning classroom. One way of gauging a potential online learner's readiness is through self‐assessment. As a first step in defining an instrument that measures an e‐learner's readiness, with the cooperation of volunteer participants from the U.S. Coast Guard, this study looked into the validity and internal consistency of items within a self‐assessment of e‐learning readiness that is under development, and provided data for the continuing development and revision of the instrument. Having demonstrated evidence of internal consistency and construct validity, the self‐assessment now provides a tool for continuing research into the prediction of e‐learning performance. Funding for this study was provided by the International Society for Performance Improvement.  相似文献   

10.
Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7–12 teachers to include PreK‐3 teachers. A “Healthy Hearts” workshop was offered to train the teachers in relevant content and also to give them a resource kit of supplies and equipment to facilitate the transference of the training into educational opportunities for their students. The workshop included many role‐playing activities and use of all items in the resource kit. A total of 25 workshops were conducted in 14 different community locations with 716 PreK‐3 teachers attending from 169 communities representing 59 (79%) of the state's 75 counties. African American (AA) teacher participation was 35%, twice the state AA population rate and 3.5× the AA public school teacher rate. Pre to Posttest scores increased an average of 15%. The results of the evaluation measures regarding the workshop and the transference of the training and use of resource kit items into learning opportunities for students were excellent. Universities have the capability, perhaps the responsibility, to provide the much‐needed professional development training to PreK‐12 teachers. Anatomists in medical and nonmedical school settings are well positioned to participate in this process and help close the gap between the interest young children have in learning about the human body and the lack of teacher training in this content. Anat Sci Ed 1:119–125, 2008. © 2008 American Association of Anatomists.  相似文献   

11.
Usability is critical to the development of a user-friendly digital textbook platform interface, yet thorough research on interface development based on usability principles is in short supply. This study addresses that need by looking at usability attributes and corresponding design elements from a learning perspective. The researchers used a student survey, log files, and an expert heuristic evaluation to analyze needs for revision in the user interface of the existing Korea Education Research Information Service digital textbook platform. After using suggestions derived from this analysis to develop a new platform prototype, they tested its user interface for usability through a cognitive walkthrough and a formative evaluation. The results show that the usability design elements identified through the use of this iterative design and evaluation model were essential to improving the usability of the user interface and thus facilitating users’ actions and learning processes.  相似文献   

12.
ABSTRACT Various factors influence e‐learners' feelings of satisfaction and dissatisfaction with their e‐learning experience, but from an extensive search with six major academic research databases we did not find any research that demonstrated comprehensive profiles of satisfying and dissatisfying factors in e‐learning. We conducted a qualitative study to initiate the effort. We used Thorndike's law of effect and Herzberg's motivation‐hygiene theory as the conceptual frameworks for our study. Thorndike's law of effect applied to human psychology suggests that people would try to avoid annoying stimuli whereas they would try to preserve satisfying stimuli. Herzberg's motivation‐hygiene theory suggests that different factors influence extreme satisfaction and extreme dissatisfaction on the job. Using the two theories as the conceptual frameworks, we revealed profiles of satisfaction‐dissatisfaction factors in e‐learning by analyzing extant data of course evaluation obtained from 17 e‐learning courses. In this article, we provide recommendations on how other e‐learning institutions might utilize the research findings to optimize their e‐learning programs and we discuss the potential impact of such interventions on overall institutional outcomes such as learner retention.  相似文献   

13.
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14.
This book seeks to formalise approaches to e‐learning by ensuring that e‐resource design is evaluated and appropriately supported by evidence. The book is aimed at academics who design e‐learning systems and need to devise scholarly evaluation research to assess their success. If this book's likely to relate closely to what you do, I suggest you borrow a copy so you can assess it for yourself. John G Hedberg  相似文献   

15.
This study investigated the impact of contingent variables on the relationship between four predictors and students' satisfaction with e‐learning. Five hundred and twenty‐two university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and satisfaction with e‐learning systems. The results of analysis of variance and structural equation modelling analyses showed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students' satisfaction with the e‐learning system. This study also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e‐learning system satisfaction. The results suggest that a serious consideration of contingent variables is crucial for improving e‐learning system satisfaction. The implications of these results for the management of e‐learning systems are discussed.  相似文献   

16.
The openness of open‐knowledge communities (OKCs) leads to concerns about the knowledge quality and reliability of such communities. This confidence crisis has become a major factor limiting the healthy development of OKCs. Earlier studies on trust evaluation for Wikipedia considered disadvantages such as inadequate influencing factors and separated the treatment of trustworthiness for users and resources. A new trust evaluation model for OKCs—the two‐way interactive feedback model—is developed in this study. The model has two core components: resource trustworthiness (RT) and user trustworthiness (UT). The model is based on more interaction data, considers the interrelation between RT and UT, and better represents the features of interpersonal trust in reality. Experimental simulation and trial operation for the Learning Cell System, a novel open‐knowledge community developed for ubiquitous learning, show that the model accurately evaluates RT and UT in this example OKC environment.  相似文献   

17.
The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes.  相似文献   

18.
Medical students state the need for a clinically oriented anatomy class so to maximize their learning experience. We hypothesize that the first‐year medical students, who take the Surgical Clinical Correlates in Anatomy program, will perform better than their peers in their anatomy course, their surgical clerkships and ultimately choose surgical residencies. We designed and recently implemented this program for first‐year medical students. It consisted of General Surgical Knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Ear, Nose, and Throat (ENT) sessions. Each session had defined learning objectives and interactive cadaveric operations performed by faculty members and students. The program was elective and had 25 participants randomly chosen. An evaluative questionnaire was completed before and after the program. Comparative analysis of the questionnaires, first‐year anatomy examination results, clinical surgical rotation scores, and residency match results will be completed. The positive opinions of surgeons increased for all medical students from the pre‐evaluation to the post‐evaluation, and there was a greater increase in positive opinions for our participants. Our participants also had the highest average overall for all combined anatomy examinations. A need exists among medical students to develop a clinically correlated anatomy program that will maximize their learning experience, improve their performance and allow them to make moreinformed career choices. The recent implementation of this Surgical Clinical Correlates in Anatomy program fulfills this need. Anat Sci Educ 2: 265?272, 2009. © 2009 American Association of Anatomists.  相似文献   

19.
The number line estimation task is widely used to investigate mathematical learning and development. The present meta‐analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies.  相似文献   

20.
Education is in need of reform, and the development of the sciences of mind and brain are candidates to contribute to the renovation of the way people are instructed and of the tools that mediate learning. Knowledge‐ and evidence‐based approaches to education put forward the fact that educational systems are inadequate to provide an answer to the challenges of the 21st century and claim that education should be guided by scientific principles rather than by intuition and professional wisdom only (or, worst, by tradition). This is because sciences that are capable of shedding light into learning process have dramatically advanced during the last half‐century and, still more meaningfully, during the last 20 years. The time has come for a new science of learning to rise, which is structured around cognitive and neuroscience, investigates topics that stem from educational problems, and rests on rigorous forms of in‐laboratory and in‐vivo evaluation.  相似文献   

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