Factors determining e‐learning service quality

Uppal, M. Amaad; Ali, Shaista; Gulliver, Stephen R.

doi:10.1111/bjet.12552

Cited by 148 publications

(161 citation statements)

References 32 publications

Supporting

Mentioning

139

Contrasting

Unclassified

Order By: Relevance

“…ICT-based distance education is good because it is flexible. e-Learning, despite its virtual nature, its provision, if it is to be perceived as being of quality, it ought to ensure that it neither ignores the physical (i.e., the appearance of learning resources, personnel, and communication materials), or temporal student needs (i.e., a willingness to help learners and provide prompt service) [13]. It is good for the elimination of face-to-face training and development costs both in monetary terms as well as in terms of productivity loss, as learners spend time away from their daily activities and jobs in order to participate in the face-to-face training sessions.…”

Section: The Good Of Distance Learning In Higher Educationmentioning

confidence: 99%

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Mahlangu¹

2018

Trends in E-Learning

View full text Add to dashboard Cite

The chapter deals with opportunities and challenges of distance learning in higher education. One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learning, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimulate students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sciences, but they have real potential to maximize the use of technology.

show abstract

Section: The Good Of Distance Learning In Higher Educationmentioning

confidence: 99%

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Mahlangu¹

2018

Trends in E-Learning

View full text Add to dashboard Cite

show abstract

“…There is a positive relationship between the quality of the engineering system, the quality of information & content, and the quality of the education system with user satisfaction. Service quality is requirement of an e-learning system for efficient services, as measured by responsiveness, empathy, trust, and security [4] [7].Quality of service is essential for satisfaction and use [8][9] [10], and in the context of e-learning service quality positively impacts the use of e-learning and user satisfaction. The quality of the e-learning system includes the user's function, utility, navigation, and accessibility [6].Through the translation, the authors suspect there is a positive relationship between the quality of e-learning system with the perception of user satisfaction e-learning system formulated in the following hypothesis: H5: The quality of the technical system affects the perceptions of user satisfaction of e-learning information systems.…”

Section: Relationship Between E-learning System Quality and User Percmentioning

confidence: 99%

E-Learning Success Model: An Extention of DeLone & McLean IS' Success Model

Seta

Wati

Muliawati

et al. 2018

IJEEI

View full text Add to dashboard Cite

Learning by using e-learning system at this time become an important part of university to carrying out the education. Learning by e-learning system is very supportive to conventional learning, so it is necessary to measure the success of e-learning implementation. In this article, the research model was developed by integrating. DeLone& McLean IS concept of success model and adoption model of e-learning success. The variables that used in this research is technical system quality, service quality, content and information quality, use, user perceived satisfaction, and individual impact. Data collection is by conducting surveys to e-learning users which is lecturers and students. To test the model that has been developed, conducted a survey on UPN "Veteran" Jakarta with the total number of respondents as many as 180 respondents and obtained 157 respondents who fill the questionnaire correctly. This research, shows both the use and satisfaction of e-learning system have an impact for individual performance. This research also found that educational system quality and technical quality are the main factors that encourage user satisfaction with e-learning system, while the use of elearning system that influenced by content & information quality, also user perceived satisfaction for e-learning system.

show abstract

“…Structured and explicit content contributes to learner's retention [1] [4]. The web content must be perceived as a non-temporal and nonperishable product, in which the quality needs to be protected [5]. Defining and measuring quality factors can assist the content developer in understanding the right facet of quality which subsequently improves the MOOC content.…”

Section: Introductionmentioning

confidence: 99%

Quality Model for Massive Open Online Course (MOOC) Web Content

Rahman¹,

Zulzalil²,

Ishak³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

View full text Add to dashboard Cite

With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider's reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content's provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C's model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.

show abstract

Factors determining e‐learning service quality

Cited by 148 publications

References 32 publications

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

E-Learning Success Model: An Extention of DeLone & McLean IS' Success Model

Quality Model for Massive Open Online Course (MOOC) Web Content

Contact Info

Product

Resources

About