Multi-dimensional evaluation of E-learning systems in the higher education context: An empirical investigation of a computer literacy course

Date

2009-12-01

Author

Özkan Yıldırım, Sevgi

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

325
views

0
downloads

Research addressing the conceptualization and measurement of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments is receiving attention, and this research study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model), suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A questionnaire based on HELAM has been applied to 160 undergraduate Level 1 students who were enrolled with the computer literacy course entitled ¿IS100 - Introduction to Information System Technologies and Applications¿ at Middle East Technical University, Turkey. IS100 course is a basic level computer literacy core course designed for all first-year students throughout the university. In this course ¿Blended learning¿ learning style was used, which defined as combination of face-to-face and online learning. In IS100 course NetClass learning management system was used as a supportive tool. The proposed assessment model has been tested for content validity, reliability, and criterion-based predictive validity. Furthermore, explanatory factor analysis was conducted to primarily establish the factor structure of the model. The statistical analyses demonstrate that the learners' perceived satisfaction from the NetClass learning management system overall is high. Findings of this research will be valuable for both academics and practitioners of e-learning systems.

Subject Keywords

E-learning information systems, Learning Management Systems, E-learning evaluation, E-learning evaluation survey, Statistical analysis

URI

https://hdl.handle.net/11511/31893

DOI

https://doi.org/10.1109/fie.2009.5350590

Collections

Graduate School of Informatics, Conference / Seminar

Suggestions

OpenMETU
Core

Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation Özkan Yıldırım, Sevgi (2009-12-01) There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instruct...
Multi-dimensional evaluation of e-learning systems in the higher education context: empirical investigations Köseler, Refika; Özkan Yıldırım, Sevgi; Department of Information Systems (2009) There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) information (content) quality, (4) learner perspective...
Evaluating learning management systems: Adoption of hexagonal e-learning assessment model in higher education Özkan Yıldırım, Sevgi; Baykal, Nazife (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...
Collaborative project-based learning: an integrative science and technological education project Baser, Derya; Ozden, M. Yasar; Karaaslan, Hasan (2017-06-01) Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff's design categories. The goal of the project is to develop their technological and collaborative s...
Evaluating learning management systems: Hexagonal e-learning assessment model (HELAM) Ozkan, Sevgi; Koseler, Refika; Baykal, Nazife (null; 2008-12-01) A considerable amount of research has been conducted on evaluating success of information systems. However, there has been little research addressing the conceptualization and measurement of elearning systems success within educational organizations. Evaluation of information systems within the growing e-learning sector is currently receiving attention, and this research study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model). HELAM has been applied to 23 e-lea...

Citation Formats

S. Özkan Yıldırım, “Multi-dimensional evaluation of E-learning systems in the higher education context: An empirical investigation of a computer literacy course,” 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/31893.