scholarly journals Usability Evaluation of the Mobile Application for The Virtual Mobility Learning Hub

2020 ◽  
pp. 50-58
Author(s):  
Diana Andone ◽  
Silviu Vert ◽  
Radu Vasiu ◽  
Oana Rotaru ◽  
Vlad Mihaescu ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
User Experience ◽  
Mobile Application ◽  
Usability Evaluation ◽  
The Past ◽  
Cognitive Evaluation ◽  
Massive Online Open Courses ◽  
Virtual Mobility ◽  
Open Courses ◽  
General Interface

The use of MOOCs (Massive Online Open Courses) has become very popular in the past few years. Such courses can teach a large variety of skills, including the basics of virtual mobilities, both for students and teachers. The Open VMLH (Virtual Mobility Learning Hub) is an innovative multilingual environment which was created as part of the Erasmus+ Open Virtual Mobility project, with the purpose to promote collaborative learning, social connectivism and networking as an instructional method, OERs as the main content, and open digital credentials. In this paper, we will present the usability evaluation of the Open VMLH mobile application, a mix of heuristic and cognitive evaluation methods. Some of the issues discovered are related to the general interface and functionality of the mobile application, while others are related to the structure of the courses and the implementation of the content, but just a couple of them are critical for the user experience.

scholarly journals Performing Usability Evaluation on Multi-Platform Based Application for Efficiency, Effectiveness, and Satisfaction Enhancement

2021 ◽  
Vol 15 (10) ◽  
pp. 103
Author(s):  
Nik Azlina Nik Ahmad ◽  
Nur Iman Mardhiah Hamid ◽  
Anitawati Mohd Lokman
Keyword(s):  
User Experience ◽  
Mobile Application ◽  
Usability Evaluation ◽  
Standard Basis ◽  
Evaluation Procedure ◽  
Efficiency And Effectiveness

<p class="0abstract">Usability evaluation is an essential activity to contribute to a higher standard of user experience. This study conducted a usability evaluation on multi-platform application according to usability attributes as defined in ISO 9241-11 standard which are efficiency, effectiveness, and satisfaction. The evaluation was conducted on both platforms; web and mobile application and involved 50 participants. The results discovered some points to usability issues. Therefore, to further enhance the users’ satisfaction, efficiency, and effectiveness, a set of improvement recommendations were proposed. Insights from this study provides a standard basis on the usability evaluation procedure which can serve as a guide for the usability evaluation of multi-platform applications.</p>

Analyse The Impact Of Moocs To Improve The Performance Of Faculty Members In Delhi Ncr

2019 ◽  
Vol 118 (9) ◽  
pp. 304-312
Author(s):  
Dr.Deepa Gupta ◽  
Dr.Mukul Gupta
Keyword(s):  
Teaching And Learning ◽  
Research Paper ◽  
Faculty Members ◽  
Traditional Teaching ◽  
Learning Method ◽  
Massive Online Open Courses ◽  
Open Courses ◽  
The Impact

In this research paper, the researcher has attempted to analyse the impact of MOOCs to improve the performance of faculty members concerning Delhi NCR. Massive Online Open Courses (MOOCs) are evolving rapidly, and many kinds of research have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs has believed in soon replace the traditional teaching and learning method.

scholarly journals Innovative methods in teaching public health ethics. The need to adapt to the new times: from challenge to opportunity

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Buron Pust ◽  
A Segura
Keyword(s):  
Public Health ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Role Playing ◽  
Public Health Ethics ◽  
Master Of Public Health ◽  
Health Ethics ◽  
Parliamentary Debate ◽  
Massive Online Open Courses ◽  
Open Courses

Abstract Background Public Health Ethics (PHE) has been taught first as optional and later as a mandatory subject in the Master of Public Health in Barcelona for about 6 years. During these years, professors have adapted the methodology to make it more attractive and to maximize students' participation and time spent debating and practicing moral reasoning. Objectives To showcase 3 different teaching strategies or methods, presenting for each of them: resources required, outcomes so far in terms of satisfaction and exam performance, as well as the pros and cons from the teacher's perspective. Results Flipped-classroom strategy: theoretical content is delivered outside the classroom, and the practice into the classroom. Works well but needs incentives for compliance in reading. Versatile debating Methods: from parliamentary debate, to role-playing, online debate, etc. Depending on the Case-study, some work better than others; in the online they practice written deliberation skills, but it is important to set rules. MOOC: Massive Online Open Courses in PHE. Can be used as independent teaching material, it is a great tool to introduce PHE into other PH areas and non-teaching environments. Conclusions So far, these methods have proven to increase students' motivation and engagement in Public Health Ethics. Key messages Practising reflection and debating skills is an essential part of PHE. Modern teaching strategies, more interactive and online-based, can help maximising the time spent in these activities. Although challenging and time-consuming at first, these methods also increase students' interest in PHE.

Objective usability evaluation of drywall screwdriver under consideration of the user experience

2019 ◽  
Vol 75 ◽  
pp. 170-177 ◽  
Author(s):  
René Germann ◽  
Björn Jahnke ◽  
Sven Matthiesen
Keyword(s):  
User Experience ◽  
Usability Evaluation

scholarly journals MOOCS PARA O ENSINO DE LÍNGUAS: UM ESTUDO EM CALL DESDE UMA PERSPECTIVA CONECTIVISTA

2018 ◽  
Vol 62 (1) ◽  
pp. 75-89
Author(s):  
Marcus Vinicius Liessem FONTANA ◽  
Vilson José LEFFA
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Massive Online Open Courses ◽  
On Line ◽  
Open Courses

RESUMO Com o aumento da oferta na rede mundial de computadores dos chamados Cursos On-line Massivos e Abertos, mais conhecidos por seu acrônimo em inglês MOOCs (Massive Online Open Courses), cria-se a necessidade de que se pesquise de maneira mais aprofundada sua dinâmica, sua pedagogia e sua estrutura a fim de que se possa estabelecer um juízo sobre as possibilidades de uso efetivo desta nova ferramenta para o ensino de línguas estrangeiras. Neste trabalho, situado no âmbito das pesquisas em CALL (Computer Assisted Language Learning), partimos da perspectiva da Teoria Conectivista, estabelecida, sobretudo, a partir dos estudos de Siemens e Downes, para analisar dois cursos de línguas estrangeiras na modalidade MOOC, oferecidos em diferentes plataformas digitais: o curso de espanhol para estrangeiros oferecido pela UNED em plataforma própria e o curso de mandarim para hispanofalantes veiculado pela plataforma UNIMOOC. Em ambos os casos, evidencia-se que os cursos não cumprem o que prometem, apresentando falhas no processo de ensino, sobretudo no que tange à necessidade de criar espaços propícios à interação. Este trabalho inscreve-se em uma proposta de pesquisa mais ampla, cujo objetivo é estabelecer critérios adequados para a criação de MOOCs para o ensino de línguas estrangeiras.

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