Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation

Date

2009-12-01

Author

Özkan Yıldırım, Sevgi

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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) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunei University. UK The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners' satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners' perceived satisfaction. 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, Students' satisfaction

URI

https://hdl.handle.net/11511/32181

Journal

COMPUTERS & EDUCATION

DOI

https://doi.org/10.1016/j.compedu.2009.06.011

Collections

Graduate School of Informatics, Article

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Citation Formats

S. Özkan Yıldırım, “Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation,” COMPUTERS & EDUCATION, pp. 1285–1296, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/32181.