Heuristic Evaluation of an Institutional E-learning System: A Nigerian Case

Daramola, Olawande; Oladipupo, O. O.; Afolabi, I. T.; Olopade, Ademola

doi:10.3991/ijet.v12i03.6083

Cited by 14 publications

(15 citation statements)

References 23 publications

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“…That is because the mean score of the statement coded as PSE5 is 3.83. This is consistent with what is suggested by Daramola [ 4 ]. That is because an examinee who has studied well for an exam can answer any question regardless of its form.…”

Section: Findings and Discussionsupporting

confidence: 94%

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Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia

Khan

Vivek

Khojah

et al. 2021

IJERPH

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Online examinations, commonly referred to as e-exams (electronic examinations), underwent a considerable progression, getting adapted ubiquitously among higher education institutions worldwide. Their preferment was rapid due to the emergence of the COVID-19 pandemic. The process of conducting exams online is being opted as the appropriate way of assessment, ensuring the students’ safety and well-being. According to Warts et al., this form of examination has been pretty effective in the past when blended with the conventional assessment. However, at present, implemented as the singular way of assessment, e-exams have shown a more significant promise in being beneficial to the learners. As a matter of fact, a comprehensive analysis on understanding the learners’ perception towards the e-exams was not done earlier, particularly in the developing nations. Thus, it was pertinent to examine the pre-requisites of e-exams to promote it as a useful tool for the smooth conduct of exams in the aforesaid nations. Against such a backdrop, this study was conducted during January to March 2021 on 207 students enrolled in four universities, three situated in the National Capital Territory (NCT) of Delhi, India: Delhi University (DU), Jamia Millia Islamia (JMI), and Jawaharlal Nehru University (JNU), and one situated in Saudi Arabia, namely Saudi Electronic University (SEU). A quantitative approach was employed for the study, with the responses recorded via web questionnaires. Confirmatory -factor analysis (CFA) was applied in the study to examine whether the process of conducting online examinations is being chosen as the appropriate form of assessment, ensuring the safety and well-being of students through AMOS (version 24) software. For determining the reliability of the two latent constructs, namely “Perceptions of students towards E-exams (PSE)” and “Pre-requisites of E-exams (POE),” Cronbach’s alpha was used through SPSS (version 25) software in the study, and the results reveal that the strong internal consistency exists between all the measured variables. In addition, the mean and standard deviation were used by the researchers to find out the pre-requisites of the online examination system. The participants expressed their insights on the relative benefits of online examination. Their perception was based on pedagogy, validity and reliability, affective factors, practicality, and security. From their insights, it was concluded that online examination is more advantageous than conventional paper-based exams. The outcome also applies to the authenticity of grading and the overall efficiency concerning the time, effort, and expenditure on conducting the examination. Contrarily, the participating students also recognized numerous hurdles in implementing e-exams concerning security, validity, and impartiality. The conclusion further revealed that online examination is especially relevant for formative assessment of learning instead of summative assessment, provided authenticity, security, and flexibility are used as fundamental tenants in the proper implementation of e-exams. The outcome of the present study will facilitate higher education institutions and policymakers in taking the electronic examination system to the next level.

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Section: Findings and Discussionsupporting

confidence: 94%

“…It enables teachers to save their efforts while assessing students. E-exam has been increasingly used by higher education institutions worldwide because it provides relatively more accurate results by employing stimuli that may be in an audio, text, graphic, or kinesthetic form [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia

Khan

Vivek

Khojah

et al. 2021

IJERPH

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“…Those were divided into two and three for each specific task. Although the number of experts involved in this work was relatively small, it is compatible with other studies conducted by Daramola et al [39] and Habsy et al [40]. Nevertheless, for future studies, it is necessary to consider a rather bigger number of evaluators in order to get more comprehensively results.…”

Section: Discussionsupporting

confidence: 70%

A Web-Based Adaptive E-learning Application for Engineering Students: An Expert-Based Evaluation

Hariyanto

Köhler

2020

Int. J. Eng. Ped.

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The primary purpose of this study is to evaluate the web-based adaptive e-learning application based on the expert-based assessment. There are two aspects of assessment considered in this study, the first one will evaluate the e-learning system in terms of the learning content and its structure, and the second one will focus on the media aspect. The process of evaluation was started by developing the instruments of evaluation by taking into account some related literature. Then, the content validity of the instruments was checked by scientific experts. After that, the assessment was conducted by two groups of experts in a paper-and-pencil format by marking one out of 4 points Likert scale. The result was then analyzed through some justification approaches and indicated that the adaptive e-learning application was categorized acceptable to use in the learning process.

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“…E-learning can increase the flexibility of the learning process, not too affected by time, place, busyness, physical presence, and stressful teaching-learning. [1][2][3] It has also been proven in previous research that the implementation of e-learning can increase student motivation. 4 Currently, many health colleges in Indonesia are starting to implement e-learning, so efforts to improve quality are still very much needed.…”

Section: Introductionmentioning

confidence: 94%

<p>Quadrant of Difficulty-Usefulness (QoDU) as New Method in Preparing for Improvement of E-learning in Health College</p>

Nugroho¹,

Suparji²,

Sunarto³

et al. 2020

RMHP

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Background Many educational institutions around the world are implementing e-learning, but there are still many technical obstacles. Relatively many elements of e-learning must be improved in performance, so which elements should be selected which are prioritized to be improved first. Methods This research applied a new method in order to select e-learning elements of health professionals' education that will be prioritized for improvement. This new method was called the Quadrant of Difficulty-Usefulness (QoDU). The subjects of this study were 200 students of Environmental Health School of Magetan, Indonesia. Results The elements that were sorted by priority were learning design, handout, book, link to resources, discussion forum, chatting, assignment, feedback, quiz and survey. The attributes used as the basis for determining priorities were difficulty and usefulness. Data regarding attributes were obtained through filling out the questionnaire. For each element the following were determined: 1) difficulty and usefulness; 2) mean score of difficulty and mean score of usefulness. Furthermore, 4 quadrants were arranged based on 1) the difficulty position of each element compared to the mean-score of difficulty and; 2) the usefulness position of each element compared to the mean-score of usefulness. Conclusion The order of elements of e-learning at the Environmental Health School of Magetan based on priority were assignment, quiz and discussion forum as the first priority; feedback and survey as second priority; link to resources and book as third priority; and learning design, handout and chatting as the last priority.

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Heuristic Evaluation of an Institutional E-learning System: A Nigerian Case

Cited by 14 publications

References 23 publications

Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia

Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia

A Web-Based Adaptive E-learning Application for Engineering Students: An Expert-Based Evaluation

<p>Quadrant of Difficulty-Usefulness (QoDU) as New Method in Preparing for Improvement of E-learning in Health College</p>

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