The dimensions of e-learning quality: from the learner’s perspective

Abstract

The present study was designed to identify the quality dimensions as perceived by adult learners who had taken one or more e-learning courses offered by higher education institutions in South Korea and to identify and confirm the structural features of these quality dimensions. The results of the exploratory factor analysis arising from a survey of 299 learners revealed that from their perspective, there were seven dimensions in evaluating the e-learning quality: Interaction, Staff Support, Institutional Quality Assurance Mechanism, Institutional Credibility, Learner Support, Information and Publicity and Learning Tasks. And the confirmatory factor analysis with responses obtained from another set of 496 adult learners confirmed a good fit of the seven-factor model to the observed data. While most of these seven dimensions are supported by previous studies, some dimensions, such as technology support, content and evaluation/assessment that e-learning providers had highlighted did not appear to be important for Korean adult learners. Possible explanations for these findings are discussed in relation to learner characteristics, e-learning design, and culture, and further research topics are suggested.

Intelligent Delivery of Multimedia Content in Mobile Environment

“…Multimedia streaming server (application configuration) is configured for streaming real-time audio, video and multimedia data [22](text or images), similar like in the real M-learning systems [18]. Existing research have discovered the Interaction is one of the most significant factors in assessing the quality of e-learning [9]. In order to simulate the M-learning laboratory we have configured two subnets that contain wireless access router and 9 to 5 mobile clients.…”

“…In particular, network layer Quality of Service (QoS) parameters, that have huge influence on the bandwidth allocation in the process of multimedia content delivery [8] are lower start up delay and reduced end-to-end delay. M-learning systems deliver an interactive environment [9], through the right tools and support, research given in [10] and [11] show that students can retain significantly more and achieve a greater level of skill and performance. In order to reach higher endurance of multimedia, this creates new challenge in the area of content management and content delivery [12].…”

Prediction of Achievement based on Different Dimensions of E-learning Materials in University of Mysore, India

“…Jung in a survey of 795 adult learners to identify the quality dimensions of e-learning in South Korea confirmed interaction, staff support, institutional quality assurance mechanism, institutional credibility, learner support, information and publicity and learning tasks as seven dimensions in evaluating e-learning quality (21). The Swedish national agency for higher education (2008) suggested a 10-dimension model for the assessment of e-learning quality that includes content/material, communication, cooperation and interactivity, student assessment, structure/virtual environment, flexibility and adaptability, support (for teacher and students), staff qualifications and experience, institutional leadership, resource allocation, and the holistic and process aspect (22).…”

Initial evidence to validate an instructional design-derived evaluation scale in higher education programs

“…Instructional design is a tool that guarantees that there will not be any improvisation during course execution and, furthermore, it constitutes a guide that will also allow decisions to be made and actions taken related to unforeseen events that tend to occur in educational processes (Cabero, 2006a(Cabero, , 2006b). Other authors agree that instructional design is a success factor for a virtual or blended learning course (Bates & Sangrà, 2011;Jung, 2011;Sun, Tsai, Finger, Chen, & Yeh, 2008;Williams, Schrum, Sangrà, & Guárdia, 2004).…”