Cross cultural usability testing of MOOC platform

Author(s):  
Dzenan Selmanovic ◽  
Ahmet Sayar ◽  
Pinar O. Durdu
2011 ◽  
Vol 23 (3) ◽  
pp. 239-246 ◽  
Author(s):  
Barbara Paterson ◽  
Heike Winschiers-Theophilus ◽  
Tim T. Dunne ◽  
Britta Schinzel ◽  
Les G. Underhill

2014 ◽  
Vol 28 (5) ◽  
pp. 482-496 ◽  
Author(s):  
Amber Gayle Thalmayer ◽  
Gerard Saucier

The Big Five is a useful model of attributes now commonly used in cross–cultural research, but without the support of strong measurement invariance (MI) evidence. The Big Six has been proposed as a cross–culturally informed update, and the broader Big Two (Social Self–Regulation and Dynamism) draws on even more cross–cultural evidence. However, neither has been rigorously tested for cross–cultural MI. Here a Big Six inventory (36QB6) and measures of the Big Five and Big Two derived from it were tested and refined for cross–cultural usability in samples from 26 nations, divided into three subsets. Confirmatory factor analysis of the models in the first subset of nations demonstrated fit as strong in translation as typical personality measures achieve in their nation of origin (although poor per standard benchmarks). Items that performed inconsistently across cultures were removed, and alternates considered in a second subset of nations. Fit and invariance were improved for refined 30–item QB6, 25–item Big Five and 14–item Big Two measures in the third subset of nations. For all models, decrease in comparative fit index between MI levels was larger than .01, indicating lack of support for higher levels. Configural and factorial invariance were relatively stronger, compared to scalar and full. Copyright © 2014 European Association of Personality Psychology


2018 ◽  
Vol 2 (2) ◽  
pp. 46-55 ◽  
Author(s):  
Mahdi H. Miraz ◽  
Maaruf Ali ◽  
Peter S. Excell

This paper gives an overview of electronic learning (E-Learning) and mobile learning (M-Learning) adoption and diffusion trends, as well as their particular traits, characteristics and issues, especially in terms of cross-cultural and universal usability. E-Learning and M-Learning models using web services and cloud computing, as well as associated security concerns are all addressed. The benefits and enhancements that accrue from using mobile and other internet devices for the purposes of learning in academia are discussed. The differences between traditional classroom-based learning, distance learning, E-Learning and M-Learning models are compared and some conclusions are drawn.


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