Iterative Usability Evaluation for an Online Educational Web Portal

2012 ◽  
pp. 271-289
Author(s):  
Xin C. Wang ◽  
Borchuluun Yadamsuren ◽  
Anindita Paul ◽  
DeeAnna Adkins ◽  
George Laur ◽  
...  
Keyword(s):  
Adult Learners ◽  
Focus Group ◽  
Online Education ◽  
Continuing Education ◽  
Usability Evaluation ◽  
Multiple User ◽  
Education Environment ◽  
Simultaneous Testing ◽  
Web Developers ◽  
Usability Evaluation Methods

Online education is a popular paradigm for promoting continuing education for adult learners. However, only a handful of studies have addressed usability issues in the online education environment. Particularly, few studies have integrated the multifaceted usability evaluation into the lifecycle of developing such an environment. This paper will show the integration of usability evaluation into the development process of an online education center. Multifaceted usability evaluation methods were applied at four different stages of the MU Extension web portal’s development. These methods were heuristic evaluation, focus group interview and survey, think-aloud interviewing, and multiple-user simultaneous testing. The results of usability studies at each stage enhanced the development team’s understanding of users’ difficulties, needs, and wants, which served to guide web developers’ subsequent decisions.

Iterative Usability Evaluation for an Online Educational Web Portal

2010 ◽  
Vol 1 (4) ◽  
pp. 31-49 ◽  
Author(s):  
Xin C. Wang ◽  
Borchuluun Yadamsuren ◽  
Anindita Paul ◽  
DeeAnna Adkins ◽  
George Laur ◽  
...  
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Development Process ◽  
Usability Evaluation ◽  
Heuristic Evaluation ◽  
Multiple User ◽  
Education Environment ◽  
Simultaneous Testing ◽  
Web Developers ◽  
Usability Evaluation Methods

Online education is a popular paradigm for promoting continuing education for adult learners. However, only a handful of studies have addressed usability issues in the online education environment. Particularly, few studies have integrated the multifaceted usability evaluation into the lifecycle of developing such an environment. This paper will show the integration of usability evaluation into the development process of an online education center. Multifaceted usability evaluation methods were applied at four different stages of the MU Extension web portal’s development. These methods were heuristic evaluation, focus group interview and survey, think-aloud interviewing, and multiple-user simultaneous testing. The results of usability studies at each stage enhanced the development team’s understanding of users’ difficulties, needs, and wants, which served to guide web developers’ subsequent decisions.

Usability in the Context of e-Learning

2011 ◽  
pp. 121-144 ◽  
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
End Users ◽  
Usability Evaluation ◽  
Design Parameters ◽  
Motivation To Learn ◽  
The Poor ◽  
E Learning ◽  
New Type ◽  
Usability Evaluation Methods

The issue of e-learning quality remains prominent on end users’ (the learners’) agenda. It is no surprise that many non-motivated adult learners abandon prematurely their e-learning experiences. This is attributed in a great extent to the poor design and usability of e-learning applications. This paper proposes a usability framework that addresses the user as a learner and extends the current e-learning usability practice by focusing on the affective dimension of learning, a frequently neglected issue in e-learning developments. Motivation to learn, a dominant affective factor related with learning effectiveness, has been similarly neglected. Usability and instructional design constructs as well as Keller’s ARCS Model are being employed within the framework proposed in this work upon which new usability evaluation methods can be based. This framework integrates web usability and instructional design parameters and proposes motivation to learn as a new type of usability dimension in designing and evaluating e-learning applications.

Usability in the Context of e-Learning

2009 ◽  
Vol 5 (4) ◽  
pp. 37-59 ◽  
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
End Users ◽  
Usability Evaluation ◽  
Design Parameters ◽  
Motivation To Learn ◽  
The Poor ◽  
E Learning ◽  
New Type ◽  
Usability Evaluation Methods

The issue of e-learning quality remains prominent on end users’ (the learners’) agenda. It is no surprise that many non-motivated adult learners abandon prematurely their e-learning experiences. This is attributed in a great extent to the poor design and usability of e-learning applications. This paper proposes a usability framework that addresses the user as a learner and extends the current e-learning usability practice by focusing on the affective dimension of learning, a frequently neglected issue in e-learning developments. Motivation to learn, a dominant affective factor related with learning effectiveness, has been similarly neglected. Usability and instructional design constructs as well as Keller’s ARCS Model are being employed within the framework proposed in this work upon which new usability evaluation methods can be based. This framework integrates web usability and instructional design parameters and proposes motivation to learn as a new type of usability dimension in designing and evaluating e-learning applications.

Serving Adult Learners From International Backgrounds at Two Canadian Universities

2021 ◽  
pp. 107-131
Author(s):  
Lorraine Carter ◽  
Alanna Carter
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Student Success ◽  
Continuing Education ◽  
Learning Strategies ◽  
Cultural Backgrounds ◽  
Younger Adults ◽  
The Real ◽  
University Continuing Education ◽  
Innovative Learning

McMaster University Continuing Education (Hamilton, Ontario) and the Real Institute in the Chang School, Ryerson University (Toronto, Ontario) are two university continuing education units that respond to the needs of adult learners from newcomer and international backgrounds. McMaster Continuing Education is known for its expertise in online education and support of adult learners as they seek professionally focused education. The Real Institute provides dedicated in-class programming and support strategies for younger adult learners. In this chapter, the experiences of older and younger adults from diverse cultural backgrounds studying at the two units are presented. The authors suggest that the needs of this learner group may be better met within the continuing education unit than within the mainstream academy. Innovative learning strategies and flexibility are key elements in this position. Finally, it is suggested that the two profiled units take their duty of care and commitment to student success seriously.

Basic Andragogy-Oriented Strategies and Communication in Online Education

2020 ◽  
Vol 26 (2) ◽  
pp. 350-356
Author(s):  
Anca Sîrbu
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Social Status ◽  
Rapid Onset ◽  
Learning Goals ◽  
The Novel ◽  
Academic Education ◽  
Online Instructors ◽  
New Methods ◽  
The World

AbstractWith the rapid onset of an unprecedented lifestyle due to the new coronavirus COVID-19 the world academic scene was forced to reform and adapt to the novel circumstances. Although online education cannot be regarded as a groundbreaking endeavour anymore in the21st century, its current character of exclusivity calls for deeper understanding of, and a sharper focus on the “end-consumer” thereof as well as more cautious procedures to be exercised while teaching. While millennials are no longer thought of as being born with a silver spoon in their mouth but with an iPad or any sort of device in their hand (irrespective of their social status), adults are more hesitant when coerced to alter course unexpectedly and turn to new methods of attaining their learning goals. This is why proper communicative approaches need to be thoroughly considered by online instructors. This article aims at presenting teachers with a set of strategies to employ when the beneficiaries of online academic education are adult learners.

scholarly journals An Exploration of Learning Results and Curricula Gaps Within an Online Grandfamilies Certificate Program

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 70-71
Author(s):  
Jennifer Crittenden
Keyword(s):  
Online Education ◽  
Continuing Education ◽  
Social Services ◽  
Grandparents Raising Grandchildren ◽  
Wide Range ◽  
Program Content ◽  
Initial Program ◽  
Individual Program ◽  
Long Term Impact ◽  
Training Opportunities

Abstract Professionals who work with grandparents raising grandchildren have cross-cutting training needs that span content in gerontology, social services, child welfare and program development. To address these needs, a unique, asynchronous, online continuing education program was launched by the UMaine Center on Aging. To-date the program has 177 individual program completers with learners from across the U.S. and Hong Kong that are affiliated with a diverse set of organizations and perform a wide range of professional and lay functions. Participant data indicate that the program has appealed to a wide variety of learners including participants who serve caregivers generally (60.8%) and grandparents raising grandchildren specifically (81%). A small majority (55.6%) of the agency-based learners reported serving, on average, more than 40 grandfamilies annually. Self-reported learning levels were notable ranging from a mean low of 3.46 out of 4 points (N = 157, SD = 0.59) for the volunteer recruitment and mentorship programming module to a mean high of 3.79 (N = 167 ,SD = 0.45) for the caregiver self-care module. Evaluation results from the first seven learner cohorts underscore the efficacy of program content as well as the utility of performing an initial program needs assessment to guide curriculum development. Practice implications for future continuing education efforts targeting grandfamilies professionals and lay leaders include: the need for easily accessible online education in combination with supplemental training opportunities addressing topics such as the long-term impact of substance use disorder and trauma combined with locally relevant content on grandfamilies and legal resources.

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