The General Conceptual Model

2006 ◽  
pp. 90-115
Author(s):  
Yair Levy
Keyword(s):  
Conceptual Model ◽  
Research Question ◽  
Individual Characteristics ◽  
Learning Systems ◽  
Perceived Effectiveness ◽  
Specific Research ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Research Questions ◽  
The Individual

In this chapter, a general theoretical model is proposed that links learners’ satisfaction and learners’ value of e-learning systems in order to assess learners’ perceived effectiveness of such systems. The central research question in this study is: Is there a relationship between learners’ perceived satisfaction with e-learning systems and learners’ perceived value for learners’ perceived effectiveness of e-learning systems? The significance of the value construct in the context of e-learning systems has never been evaluated. How the value of e-learning systems relates to other constructs, such as satisfaction with e-learning systems and ultimately whether the value of e-learning systems can be used to indicate learners’ perceived IS effectiveness remains open. In this chapter, a general conceptual model or framework is proposed to address this phenomenon in the context of e-learning systems. The proposed model or framework will provide procedures to identify and measure the key constructs (satisfaction with e-learning systems, value of e-learning systems, and effectiveness of e-learning systems). This chapter also defines precisely the individual characteristics and four major dimensions (categories) for evaluating value of e-learning systems and satisfaction with e-learning systems based on comprehensive literature reviewed in Chapters II and III. Additionally, this chapter proposes five specific research questions that are addressed in Chapter VII. Two additional specific research questions are proposed in Chapters V and VI.

Learners' Value Index of Satisfaction (LeVIS)

2006 ◽  
pp. 123-130
Author(s):  
Yair Levy
Keyword(s):  
Perceived Value ◽  
Learning Systems ◽  
Clear Understanding ◽  
Perceived Effectiveness ◽  
The Third ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Definition Of ◽  
Specific Score

The previous chapter provided a review of the first tool (Value-Satisfaction grid of e-learning systems) to assess the effectiveness of e-learning systems using learners’ perceived value of e-learning systems and learners’ perceived satisfaction with such systems. The second tool, which is proposed in this chapter, is the Learners’ Value Index of Satisfaction (LeVIS) that is developed in order to provide a precise numeric score for the learners’ perceived effectiveness of e-learning systems. The Value-Satisfaction grid proposed in the previous chapter provides a key tool to indicate action and improvement priorities for e-learning systems as well as an overall map to indicate the learners’ perceived effectiveness of e-learning systems. However, the Value-Satisfaction grid cannot provide a precise indication of the level or specific score of the learners’ perceived effectiveness of such systems. Consequently, an index (i.e., the LeVIS index) would be useful to provide a measure of the magnitude of the learners’ perceived effectiveness of e-learning systems utilizing the aggregated value and satisfaction scores. By the definition of the LeVIS index, it provides the ability to look at constant levels of the learners’ perceived effectiveness within the Value-Satisfaction grid that are called effectiveness curves. The combination of such effectiveness curves and the Value-Satisfaction grid yields the development of the third tool suggested by this framework. The third tool is called the effectiveness grid which will be defined and proposed in this chapter. The effectiveness grid provides an overall map and an indication of the specific effectiveness level under one tool; in essence, it combines both the Value-Satisfaction grid as well as the LeVIS index into one tool. The four quadrants of the Value-Satisfaction grid proposed in the previous chapter are divided by the effectiveness curves resulting in two segments per quadrant or a total of eight segments indicating various levels of effectiveness proposed in the effectiveness grid. Clearly, prior to the review of the effectiveness grid, a clear understanding of the LeVIS index is needed in conjunction with the understanding of the Value-Satisfaction grid proposed in the previous chapter.

Value-Satisfaction Grid of E-Learning Systems

2006 ◽  
pp. 116-122
Author(s):  
Yair Levy
Keyword(s):  
System Approach ◽  
Two Dimensions ◽  
Learning Systems ◽  
Learning System ◽  
Assessment Tools ◽  
Mediated Learning ◽  
Perceived Effectiveness ◽  
E Learning ◽  
Significant Achievement ◽  
Complete Set

This chapter provides the rationale of the first of three tools suggested in this book to assess value and satisfaction of e-learning systems in order to provide an assessment of the effectiveness of such systems. The other two tools are presented in the following chapter. The first tool proposed by the conceptual model is the Value-Satisfaction grid which aggregates the learners’ value and satisfaction with e-learning systems in order to indicate the learners’ perceived effectiveness of e-learning systems. The Value-Satisfaction grid also helps indicate the action and improvement priorities that are needed for the characteristics and dimensions of an e-learning system under study. A proposed method of aggregation of learners’ perceived value of e-learning systems and satisfaction with e-learning systems to construct the Value-Satisfaction grid and the two tools presented in the following chapter is also presented in this chapter. The understanding of the Value-Satisfaction grid provides the first building block toward a complete set of assessment tools of learners’ perceived effectiveness of e-learning systems. The development of this set of tools is a significant achievement as scholars have suggested that prior research in technology mediated learning (TML) lacked the overall system approach and concentrated only on one or two dimensions at a time (Alavi & Leidner, 2001a, p. 9).

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).

scholarly journals Adaptation algorithms of mathematical educational content in e-learning courses

2018 ◽  
Vol 48 ◽  
pp. 01010 ◽  
Author(s):  
Yulia Vainshteina ◽  
Victoria Shershneva ◽  
Roman Esin ◽  
Gennady Tsibulsky ◽  
Konstantin Safonov
Keyword(s):  
Personal Space ◽  
Individual Characteristics ◽  
Learning System ◽  
Discrete Mathematics ◽  
Educational Content ◽  
Mathematical Content ◽  
Educational Trajectories ◽  
E Learning ◽  
Stage System ◽  
The Individual

This article is devoted to the development of algorithms for the adaptation of mathematical educational content and their implementation in the e-learning system. The adaptation of a mathematical content consists in the selection of an optimal edition of the material that best suits the individual characteristics of the student. The novelty of the work is the organization of the adaptation algorithms of the educational content in a three-level system: "introductory content adaptation" (an adaptation of the content of introductory materials of the discipline based on the initial level of students) - "current adaptation of the content" (an adaptation of the mathematical content based on current effective actions of students in the electronic course) - "appraisal-correcting adaptation" (an adaptation of normative parameters of the level of assimilation of materials, taking into account the results achieved by students). The introduction of the proposed three-stage system makes it possible to implement in individual educational trajectories and to form for each student a personal space of mathematical educational content that adapts to its level of mastering the material, which helps to improve the quality of instruction in mathematical disciplines. An approbation of the proposed algorithms was carried out in the adaptive e-course in discrete mathematics, implemented at Siberian Federal University in Russia.

scholarly journals Ex vivo models for research in extracorporeal membrane oxygenation: a systematic review of the literature

Perfusion ◽  
2020 ◽  
Vol 35 (1_suppl) ◽  
pp. 38-49
Author(s):  
Maximilian Valentin Malfertheiner ◽  
Lars Mikael Broman ◽  
Leen Vercaemst ◽  
Mirko Belliato ◽  
Anna Aliberti ◽  
...  
Keyword(s):  
Extracorporeal Membrane Oxygenation ◽  
Clinical Studies ◽  
Best Practice ◽  
Ex Vivo ◽  
Research Question ◽  
Exclusion Criteria ◽  
Coating Materials ◽  
Specific Research ◽  
Membrane Oxygenation ◽  
Research Questions

With ongoing progress of components of extracorporeal membrane oxygenation including improvements of oxygenators, pumps, and coating materials, extracorporeal membrane oxygenation became increasingly accepted in the clinical practice. A suitable testing in an adequate setup is essential for the development of new technical aspects. Relevant tests can be conducted in ex vivo models specifically designed to test certain aspects. Different setups have been used in the past for specific research questions. We conducted a systematic literature review of ex vivo models of extracorporeal membrane oxygenation components. MEDLINE and Embase were searched between January 1996 and October 2017. The inclusion criteria were ex vivo models including features of extracorporeal membrane oxygenation technology. The exclusion criteria were clinical studies, abstracts, studies in which the model of extracorporeal membrane oxygenation has been reported previously, and studies not reporting on extracorporeal membrane oxygenation components. A total of 50 studies reporting on different ex vivo extracorporeal membrane oxygenation models have been identified from the literature search. Models have been grouped according to the specific research question they were designed to test for. The groups are focused on oxygenator performance, pump performance, hemostasis, and pharmacokinetics. Pre-clinical testing including use of ex vivo models is an important step in the development and improvement of extracorporeal membrane oxygenation components and materials. Furthermore, ex vivo models offer valuable insights for clinicians to better understand the consequences of choice of components, setup, and management of an extracorporeal membrane oxygenation circuit in any given condition. There is a need to standardize the reporting of pre-clinical studies in this area and to develop best practice in their design.

Introduction

2006 ◽  
pp. 1-11
Author(s):  
Yair Levy
Keyword(s):  
Learning Environments ◽  
Learning Systems ◽  
Mediated Learning ◽  
Perceived Effectiveness ◽  
Effective Factors ◽  
Systems Research ◽  
Information Systems Research ◽  
E Learning ◽  
Broad Framework ◽  
Private Corporations

Many universities and private corporations are investing significant capital in e-learning systems. Full understanding of the factors contributing to learners’ perceived effectiveness of e-learning systems will help institutions channel funding to effective factors and redesign or eliminate non-effective factors. However, learners’ perceived effectiveness of such systems has not been fully explored in prior studies. Piccoli, Ahmad, and Ives (2001) argue that interest in e-learning environments is growing rapidly; however, “a broad framework identifying the theoretical constructs and relationships in this domain has yet to be developed” (p. 403). Alavi and Leidner (2001b) concluded that “research that helps uncover the important attributes of VLS [virtual learning systems]…will be critical to our understanding of VLS effectiveness” (p. 30). In prior study, Alavi and Leidner (2001a) also concluded that: “most of the recent attempts at studying TML [technology mediated learning] in IS [information systems] research tended to adopt an overly simplistic view of this phenomenon” (p. 9).

Developing an ontology for Greek mythology

2018 ◽  
Vol 36 (1) ◽  
pp. 119-132
Author(s):  
C. Syamili ◽  
R.V. Rekha
Keyword(s):  
Information Needs ◽  
Individual Characteristics ◽  
Synthetic Approach ◽  
Greek Mythology ◽  
Ancient Greek ◽  
Content Type ◽  
Learning Modules ◽  
E Learning ◽  
The Individual ◽  
The Relationship

Purpose The purpose of this study is to illustrate the development of ontology for the heroes of the ancient Greek mythology and religion. At present, a number of ontologies exist in different domains. However, ontologies of epics and myths are comparatively very few. To be more specific, nobody has developed such ontology for Greek mythology. This paper describes the attempts at developing ontology for Greek mythology to fill this gap. Design/methodology/approach This paper follows a combination of different methodologies, which is assumed to be a more effective way of developing ontology for mythology. It has adopted motivating scenario concept from Gruninger and Fox, developing cycle from Methontology and the analytico–synthetic approach from yet another methodology for ontology, and hence, it is a combination of three existing approaches. Findings A merged methodology has been adopted for this paper. The developed ontology was evaluated and made to meet with the information needs of its users. On the basis of the study, it was found that Greek mythology ontology could answer 62 per cent of the questions after first evaluation, i.e. 76 out of the 123 questions. The unanswered questions were analyzed in detail for further development of the ontology. The missing concepts were fed into the ontology; the ontology obtained after this stage was an exhaustive one. Practical implications This ontology will grow with time and can be used in semantic applications or e-learning modules related to the domain of Greek mythology. Originality/value This work is the first attempt to build ontology for Greek mythology. The approach is unique in that it has attempted to trace out the individual characteristics as well as the relationship between the characters described in the work.

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