Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation

By Sevgi Özkan, Refika Koseler. Comput. Educ., 2009

726 citations recorded by the source corpus.

There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners' satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners' perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems.

Subfields: Communication, Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/38f537ee7b3dc62522297d9f7f26c5e7c656d843

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

In Computer Science Applications

In Education

Citations in the corpus

Four key challenges to the design of blended learning: A systematic literature review (2017, background): “…most cited articles in Web Of Science for the search term “blended learning” during the past 10 years (i.e. Gikandi, Morrow, & Davis, 2011; Ozkan & Koseler, 2009; So & Brush, 2008), (3) three recently published articles about blended learning (i.e. Chen, Wang, & Chen, 2014; Henrie, Halverson, &…”
Investigating users' perspectives on e-learning: An integration of TAM and IS success model (2015, background): “…and McLean (2003) 0.76 E-learning is user friendly Ozkan and Koseler (2009) 0.63 E-learning provides interactive features between users and system Ozkan and Koseler (2009) 0.62 E-learning possesses structured design Ho and Dzeng (2010) 0.74 E-learning has flexible features Au et al. (2008) 0.66…”
Jordanian University Students’ Views on Emergency Online Learning During COVID-19 (2021, background): “…the region to grant people access to the Online Learning Journal – Volume 25 Issue 1 – March 2021 5 288 Internet, putting UAE institutions among the first to introduce e-learning in their educational system, while Jordan lagged behind them (Abbad et al., 2009; Ozkan & Koseler, 2009; Selim, 2007).”
Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty (2012, background): “Ozkan and Koseler (2009) found that information quality has a strong positive effect toward learners’ satisfaction.”
Evaluating E-learning systems success: An empirical study (2020, methodology): “The content of Moodle is up to date Up to date content INQ6 Ozkan and Koseler (2009)”
E-learning, M-learning and D-learning: Conceptual definition and comparative analysis (2018, background): “The growth of e-learning is accredited to advantages such as manpower, cost, ﬂex-ibility, and convenience (Ozkan and Koseler, 2009).”
Blended learning in higher education: Students' perceptions and their relation to outcomes (2011, methodology): “One measure of efficiency is the perceived utility (Ozkan & Koseler, 2009).”