Evaluating learning management systems: Adoption of hexagonal e-learning assessment model in higher education

2009-05-29
Purpose – The purpose of this paper is to demonstrate the importance of undertaking a systemic view of learning management systems (LMSs) evaluation addressing the conceptualization and measurement of e-learning systems success in higher education. Design/methodology/approach – The paper adopts a quantitative case perspective and derives a conceptual model for e-learning assessment (Hexagonal e-learning assessment model – HELAM). The model is empirically tested for validity and reliability in the university setting. Findings – Qualitative and quantitative findings have been presented, which will be valuable for academics and practitioners doing research in e-learning evaluation. The findings support the flexibility and relevance of HELAM as an e-learning assessment model. It highlights a number of success measures which are grouped under six dimensions. Research limitations/implications – Further research efforts should explore new dimensions or test the causal relationships among proposed dimensions within the boundary of e-learning. In that, the paper is limited contextually where attention should be made not to generalize the findings beyond the empirical findings within the case analysis. Practical implications – The paper supports a practitioner perspective through a consideration of a holistic approach to e-learning assessment. E-learning system developers may find the findings useful when designing and implementing the LMS. Originality/value – The paper is original as the conceptual model has been derived through both theoretical constructs and empirical analysis. It provides an innovative approach to e-learning assessment.

Citation Formats
S. Özkan Yıldırım, R. Koseler, and N. Baykal, “Evaluating learning management systems: Adoption of hexagonal e-learning assessment model in higher education,” Transforming Government: People, Process and Policy, vol. 3, no. 2, pp. 111–130, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/31262.