E-learning success model for instructors’ satisfactions in perspective of interaction and usability outcomes

Yengin, Ilker; Karahoca, Adem; Karahoca, Dilek

doi:10.1016/j.procs.2011.01.021

Cited by 61 publications

(49 citation statements)

References 9 publications

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“…H. E. Gay The D&M (2003) model was later updated to evaluate ELS success using webbased applications. The updated model provided useful measures for studying ELS success with online learners but few studies involved online instructors (Tella et al 2010;Wang and Wang 2009;Yengin et al 2011). Studies however focused on validating the model for ELS success (Holsapple and Lee-Post 2006), investigated factors that measured ELS success (Tella et al 2010), and studied the role of learner involvement in ELS success (Klobas and McGill 2010).…”

Section: Research Frameworkmentioning

confidence: 99%

“…However, since the ELS is a repository for e-learning course content, information quality addresses accuracy and clarity in addition to the various information formats required for fast retrieval (Holsapple and Lee-Post 2006). A poorly designed e-learning course also reduces interaction within the ELS and affects e-learning success (Motaghian et al 2013;Mutala and van Brakel 2006;Yengin et al 2011).…”

Section: Pre-course Phasementioning

confidence: 99%

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An assessment of online instructor e-learning readiness before, during, and after course delivery

2016

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Online instructors in higher education play a key role in the success or failure of electronic learning systems (ELSs). Their expertise in and use of technology tools in ELSs influence the quality of information presented, their system use and satisfaction during course delivery. This study adapted Holsapple and LeePost's (Decis Sci J Innov Educ 4(1): [67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82][83][84][85] 2006) model to examine online instructor e-learning readiness (e-readiness) at the online campus of a Caribbean university, and to assess their levels of e-readiness and impact before, during and after course delivery. Responses from 208 online instructors were analysed from an online survey. Results show that while the cohort was 90.6 % e-ready, only 72.6 % were individually e-ready by having access to a dedicated network connection for substantial periods of time, routinely communicating with persons using electronic technologies, being self-motivated and independent learners, with a predisposition towards embracing and using new technologies. During the pre-course phase, online instructor e-readiness had a moderate impact on both technical (ELS quality and service quality) and non-technical (information quality) aspects of the ELS. During course delivery, its influence decreased with the technical aspect (ELS use) but increased with the non-technical aspect of the course (instructor satisfaction). At course completion, the main benefit was enhanced teaching skills while lack of contact with others was the main challenge. The results could be used to identify characteristics of online instructors suitable for the online environment, monitor their impact during the phases of a course, and serve as a benchmark for comparing levels of e-readiness across institutions.

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Section: Research Frameworkmentioning

confidence: 99%

Section: Pre-course Phasementioning

confidence: 99%

An assessment of online instructor e-learning readiness before, during, and after course delivery

2016

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“…For this reason, a significant number of studies have been carried out on performance evaluation in distance education systems in the recent years, indicating the complexity of the evaluation process and the application of relevant findings for decision making. Islas et al suggest that since the nature of distance education system is interdisciplinary, it is important for various specializations to be applied when the learning concept is theorized (12)(13)(14)(15).…”

Section: Contextmentioning

confidence: 99%

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

Shahmohammadi

Taghipourzahir

Azizi

et al. 2018

Interdiscip J Virtual Learn Med Sci

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Context: Promoting the quality of learning and teaching processes at the tertiary level, including distance education, has been considered as a strategic approach by policy makers in higher education, throughout the world. For this reason a reliable and comprehensive evaluation mechanism can play an important role in assessing the current situation and identifying the needs and problems from one hand and identifying the most important appraisal indicators on the other hand. This study aimed at critically reviewing the literature and theoretical frameworks of previous relevant researches to highlight the most important components and indicators that must be applied in appraising distance education. Methods:Due to the importance of using the findings of previous studies as a foundation for extracting the most important appraisal indicators, 42 national and international research studies relevant to the evaluation of distance education were selected and analyzed, which were published in refereed journals during year 2006 to 2015. The eligibility criteria for selecting these studies were their relevance to any aspect of distance education. For this reason and in order to identify indicators, the content of these studies were analyzed based on the open coding method. Later on, all findings were categorized, outlined, and summarized according to the main components, which may form a comprehensive evaluation system for distance education at the higher education level. Results:The findings of this meta-synthesis showed that pedagogical knowledge, technology, learning organization, educator, learner, learning content, teaching models and strategies, time, place and space were the most important components of a comprehensive appraisal system that should be considered in evaluating distance education systems and its mechanisms and processes, continuously. Conclusions:The rise of distance education in Iran's higher education sector has urged that new comprehensive evaluation system has to be applied as a platform for improving and guaranteeing the quality of learning and teaching processes, curriculum and learning materials, and even the way by which these institutions are managed. Consequently, it is important to be assured that our policies and practices in higher distance education are on the right pathway. Therefore, based on the theoretical frameworks and studies performed before, the outcome of this meta-synthesis however, has highlighted some critical components which are necessary to be taken into account if this system has to be evaluated comprehensively.

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“…Although information technologies can theoretically be useful to support the learning process, a careful evaluation of their benefits is needed (Yengin, Karahoca, & Karahoca, 2011;Wu, Tennyson, & Hsia, 2010). In this experiment, we evaluated the RIT system from the functionality and usability perspective.…”

Section: Instrumentsmentioning

confidence: 99%

A rapid auto-indexing technology for designing readable e-learning content

Yu¹,

Liao²,

Su³

et al. 2012

IRRODL

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A rapid scene indexing method is proposed to improve retrieval performance for students accessing instructional videos. This indexing method is applied to anchor suitable indices to the instructional video so that students can obtain several small lesson units to gain learning mastery. The method also regulates online course progress. These anchored points not only provide students with fast access to specific material but also can link to certain quizzes or problems to show the interactive e-learning content that course developers deposited in the learning management system, which enhances the learning process. This allows students to click on the anchored point to repeat their lesson, or work through the quizzes or problems until they reach formative assessment. Hence, their learning can be guided by the formative assessment results.In order to quickly find the scene to index, some specific description of it was needed. Actually, most of the instructional videos were recorded by teachers and were part of their PowerPoint presentations. Based on the features of the PowerPoint slides in the instructional videos, such as the title or page number, the specified scene can be found. Since we used specific scene descriptions, it was easy to employ the rapid scene detection method using an image filter and Sobel mask. Finally, we applied an experimental design to check the precision of the scene detection and evaluate user satisfaction. The results showed that rapid scene indexing can definitely assist learners in their online learning; that is, it gives them better learning mastery and provides regulation for the online learning environment.

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E-learning success model for instructors’ satisfactions in perspective of interaction and usability outcomes

Cited by 61 publications

References 9 publications

An assessment of online instructor e-learning readiness before, during, and after course delivery

An assessment of online instructor e-learning readiness before, during, and after course delivery

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

A rapid auto-indexing technology for designing readable e-learning content

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