Extending the Concept of User Satisfaction in E-Learning Systems from ISO/IEC 25010

2017 ◽  
pp. 167-179 ◽  
Author(s):  
Andrés F. Aguirre ◽  
Ángela Villareal-Freire ◽  
Rosa Gil ◽  
César A. Collazos
Keyword(s):  
User Satisfaction ◽  
Learning Systems ◽  
E Learning

scholarly journals Learner-User Satisfaction Survey in the AdaptWeb Platform using the Learner Choices from Learner-Driven Learning

2020 ◽  
Vol 28 ◽  
pp. 420-435
Author(s):  
Alessandro Da Silveira Dias ◽  
Leandro Krug Wives
Keyword(s):  
User Satisfaction ◽  
Serious Games ◽  
Learning Systems ◽  
Online Course ◽  
Satisfaction Survey ◽  
Learning Paradigm ◽  
Making Choices ◽  
E Learning ◽  
Definition Of ◽  
The Way

In this paper, we review the definition of the learner choices from the Learner-driven Learning paradigm for e-learning systems. After this, we analyze how different categories of e-learning systems enable the user to make these choices, such as Serious Games. We present in detail how AdaptWeb platform makes available these choices to learner users. Additionally, we present a satisfaction survey performed after an online course on AdaptWeb platform. The survey questions were about making choices during learning and about the way AdaptWeb makes the choices available to learner-users. Summarizing the results, students enjoyed being able to make choices about their own learning and felt that this possibility was beneficial to their learning. Moreover, they liked the way AdaptWeb makes the choices available to students. Most of the students found the system easy to use, intuitive, and the student's choices were explicit and easy to take.

A Heuristic Methodology for Multi-Criteria Evaluation of Web-Based E-Learning Systems Based on User Satisfaction

2008 ◽  
Vol 8 (24) ◽  
pp. 4603-4609 ◽  
Author(s):  
I. Mahdavi ◽  
H. Fazlollaht ◽  
A. Heidarzade ◽  
N. Mahdavi-Am ◽  
Y.I. Rooshan
Keyword(s):  
User Satisfaction ◽  
Learning Systems ◽  
Web Based ◽  
Multi Criteria Evaluation ◽  
E Learning ◽  
Heuristic Methodology

Value, Satisfaction, and Effectiveness

2006 ◽  
pp. 18-89
Author(s):  
Yair Levy
Keyword(s):  
Information Systems ◽  
User Satisfaction ◽  
Value Theory ◽  
Learning Systems ◽  
Mediated Learning ◽  
End User ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Education Marketing ◽  
Systems Effectiveness

In this chapter, a comprehensive review of the major literature streams is presented and serves as a foundation for this book. To identify the relevant theories of value, this chapter starts with a discussion of the value theory from the field of behavioral research psychology and explores its implications on research in the fields of education, marketing, and information systems (IS). Rokeach’s Value Survey (RVS) theory, List of Values (LOV) theory, and value of information systems are discussed as the theoretical foundation for this study of learners’ perceived value of e-learning systems. To identify the relevant theories for studying user satisfaction of information systems, this chapter provides a discussion of two valid theories of user satisfaction from the IS field. User Information Satisfaction (UIS) theory and End-User Computing Satisfaction (EUCS) theory are presented as the foundation for guiding the assessment measures related to learners’ perceived satisfaction with e-learning systems. In the pursuit of development of a sound instrument to assess learners’ perceived e-learning systems effectiveness, this chapter continues with a discussion of IS Effectiveness theory from the field of information systems. Technology mediated learning (TML) literature from IS and education is presented (e.g., Alavi, 1994; Alavi, Wheeler, & Valacich, 1995; Hiltz & Johnson, 1990; Hiltz & Wellman, 1997; Leidner & Jarvenpaa, 1993; Marks, 2000; Piccoli, Ahmad, & Ives, 2001; Webster & Hackley, 1997).

User satisfaction and e-learning systems: Towards a multi-criteria evaluation methodology

2003 ◽  
Vol 3 (3) ◽  
pp. 249-259 ◽  
Author(s):  
Nikolaos F. Matsatsinis ◽  
Evangelos Grigoroudis ◽  
Pavlos Delias
Keyword(s):  
User Satisfaction ◽  
Learning Systems ◽  
Evaluation Methodology ◽  
Multi Criteria Evaluation ◽  
E Learning

scholarly journals EVALUASI KEPUASAN PENGGUNA E-LEARNING PADA PROSES PEMBELAJARAN DARING DI INSTITUT MANAJEMEN WIYATA INDONESIA

ARIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 75-82
Author(s):  
Eneng Fitri Handayani ◽  
Mariati Tirta Wiyata
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Learning Process ◽  
User Satisfaction ◽  
Weighted Average ◽  
Learning Systems ◽  
E Learning ◽  
Descriptive Method

The research aims to obtain an overview of the (1) The quality of e-learning systems, (2) The quality of e-learning information, (3) The quality of e-learning services, and (4) e-Learning user satisfaction in the online learning process at the Institut Manajemen Wiyata Indonesia. This research uses the descriptive method of weighted average evaluative. Data collection is implemented by spreading the questionnaire. The results showed: (1) The quality of E-learning systems in the online learning process is categorized (well), (2) The quality of E-learning information on the online learning process is categorized (well), (3) The quality of E-learning services on the category of online learning is not good, (4) The satisfaction of E-learning users in the online learning process is categorized well.

E-Learning Service Delivery Quality

2013 ◽  
pp. 89-127 ◽  
Author(s):  
Ahmed Younis Alsabawy ◽  
Aileen Cater-Steel ◽  
Jeffrey Soar
Keyword(s):  
Service Delivery ◽  
User Satisfaction ◽  
Structural Equation ◽  
Critical Role ◽  
Learning Systems ◽  
Equation Modeling ◽  
Educational Institutions ◽  
E Learning ◽  
Electronic Channels

E-learning systems have received considerable attention from researchers, educational institutions, and organisations for their anticipated benefits. The objective of e-learning systems is to provide students with educational services via electronic channels. User dissatisfaction is considered the main issue facing universities in regards to e-learning systems. Service Delivery Quality (SDQ) can be deemed an essential concern for management and customers. This research investigates the role of SDQ on user satisfaction on two levels: the effect of SDQ on user satisfaction, and the effect of each sub-dimension of SDQ on user satisfaction. This paper reports on a study which surveyed 720 external students at an Australian university. The findings highlight the critical role of SDQ on user satisfaction. Based on the results of structural equation modeling and content analysis, a set of recommendations was formulated. The aim was to help improve service delivery quality, user satisfaction, and greater overall success of e-learning systems.

scholarly journals An Assessment of E-Learning System for Instructors and Students of Panpacific University

2018 ◽  
Vol 1 (1) ◽  
pp. 63-70
Author(s):  
Jane M. Fernandez ◽  
Gina Lee M. Santos ◽  
Wennielyn C. Javier
Keyword(s):  
Student Learning ◽  
User Satisfaction ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
The Impact ◽  
Computer Studies ◽  
Positive Effect

Through teaching innovations, E-learning play a vital role in education. The researcher attests by determining the e-learning systems influence on students and instructors. In order to know the perceptions of the students and Instructors the researcher conducted a survey regarding their current experiences. The main purpose of the study was to investigate the impact of elearning used by the School of Computer Studies at Panpacific University. This study will detail the e-learning impacts which had on Instructors and Student participant’s performance about the level of user satisfaction and productivity, utilization and problems encountered. The study found out that the use of e-learning systems shows a positive effect on student learning. Instructors utilized e-learning system as presentation and preparation tool in teaching and learning. Most instructors positively confirm that e-learning supports teaching and learning effectively implemented.

scholarly journals Use E-learning systems: System Quality, Information Quality and Service Quality on User Satisfaction

2020 ◽  
Vol 1 (3) ◽  
pp. 208-222
Author(s):  
Heni Susilowati
Keyword(s):  
Service Quality ◽  
User Satisfaction ◽  
Information Quality ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Systems ◽  
Coefficient Of Determination ◽  
Quality Information ◽  
System Quality ◽  
E Learning

This study aims to analyze the effect of system quality, information quality and service quality on user satisfaction of e-learning systems in lectures at STEKOM University. The sampling technique used Probability Sampling with the Simple Random Sampling approach of 66 respondents then processed as research data. The method of analysis uses Multiple Linear Regression to test the hypothesis with the t test and F test. Contribution of the influence of independent variables to the dependent variable uses the Adjusted R coefficient of determination. The results show partially and simultaneously system quality, information quality and service quality have a significant effect on user satisfaction. The quality of information is the dominant variable that affects user satisfaction of the academic information system of STEKOM University lecturers. User satisfaction of 50.3% is influenced by the variables in this study, while 49.7% is influenced by other variables.

The role of usability on e-learning user interactions and satisfaction: a literature review

2019 ◽  
Vol 21 (3) ◽  
pp. 368-394 ◽  
Author(s):  
Asela Indunil Gunesekera ◽  
Yukun Bao ◽  
Mboni Kibelloh
Keyword(s):  
User Satisfaction ◽  
Analytical Framework ◽  
Learning Systems ◽  
Future Research ◽  
Instructional Designers ◽  
Analysis Framework ◽  
Research Attention ◽  
Content Type ◽  
E Learning ◽  
Different Dimensions

Purpose The purpose of this study is to review the effect of usability factors on e-learning user relationships, namely, student–student interaction (SSI), student–instructor interaction (SII) and student–content interaction (SCI), in the existing e-learning literature. Further, this study intended to identify whether usability contributes to the satisfaction of e-learners. Design/methodology/approach This study has undertaken a systematic review using the PRISMA methodology to filter the literature in the domain of e-learning with respect to usability concerns using six databases. An analytical framework has been formulated to evaluate the literature against different dimensions of interactions and usability. Findings Results reveal that while SSI has grabbed 71.4 per cent research attention with respect to usability factors of e-learning systems, SCI has been given the least focus, i.e. 26.6 per cent. According to the results, e-learning systems’ usability issues influence the user relationships and affect the user satisfaction, which will lead to lack of user continuity. Practical implications The findings of this review will provide insights to instructional designers to construct more satisfied learning content for the users. The analysis framework of this study will encourage researchers to drive future research in e-learning along with the concern of usability. Originality/value This research emphasizes on the importance of SCI to focus future e-learning research on a different angle, in addition to SSI and SII. The analysis framework of this study will provide different dimensions, specifically for the empirical research in the domain of e-learning.

Evaluation Methods for E-Learning Applications in Terms of User Satisfaction and Interface Usability

2017 ◽  
pp. 427-448
Author(s):  
Nouzha Harrati ◽  
Imed Bouchrika ◽  
Zohra Mahfouf ◽  
Ammar Ladjailia
Keyword(s):  
User Satisfaction ◽  
Daily Life ◽  
Learning Experience ◽  
Educational Process ◽  
Learning Systems ◽  
Course Delivery ◽  
Assessment And Evaluation ◽  
Online Technology ◽  
E Learning ◽  
Interface Usability

The use of online technology has become ubiquitous and integral part of our daily life from education to entertainment. Because of the ubiquity of e-learning and vital influence for engineering the educational process, it is no surprise that many research studies are conducted to explore different aspects covering the use of e-learning in higher education. The assessment and evaluation aspects are considered arguably the most influential part for measuring the success and effectiveness of e-learning experience. As more and more universities worldwide have opted to use online technology for their course delivery, research in e-learning systems have attracted considerable interest in order to apprehend how effective and usable e-learning systems in terms of principles related to human computer interaction.

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