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.

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.

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.

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).

Measuring E-Learning System Adoption in Universities in Tanzania

2020 ◽  
Vol 9 (2) ◽  
pp. 1-18
Author(s):  
Deogratius Mathew Lashayo
Keyword(s):  
Environmental Factors ◽  
Structural Equation ◽  
Learning Systems ◽  
Learning System ◽  
Clear Understanding ◽  
Perceived Benefits ◽  
Is Success ◽  
Actual Use ◽  
E Learning ◽  
The University

The success of e-learning systems in Tanzania relies on various factors that influence its measurement. Examples of the key factors include trust, environmental factors, and the university readiness. However, influence of these factors towards e-learning systems is not clear. Understanding their impacts and significance helps decision makers and stakeholders in making informed decisions on how to handle them. This study modifies the information systems (IS) success model whereby it adopts 12 factors that had been suggested by this author in his previous study conducted in Open University of Tanzania (OUT) in 2017. A sample of 1,005 students from eight universities in Tanzania was collected. A structural equation modelling was used in data analysis. The results shows trust (T) has positive and significant impact on e-learning actual use (EAU) while environmental factors (EF) had positive and significant impacts on e-learning actual use and perceived benefits, and at the same time, university readiness had a positive and significant impact on perceived benefits (PB).

Contribution of Ontologies and Utilities of Interoperability Standardization in E-Learning

2020 ◽  
pp. 176-194
Author(s):  
Khalid Ettaib ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Systems ◽  
Institutions Of Higher Education ◽  
Teaching Materials ◽  
Access To Resources ◽  
The Third ◽  
E Learning

In this chapter, the authors divide their work into three parts. The first part deals with the contributions of ontologies in e-learning systems and at the same time identifies the important role played by interoperability to make different systems work together based on norms and standards. The second part concerns the proposal of examples of practices of standards and standards in e-learning in institutions of higher education. Indeed, four broad categories of needs justify the use of standards and standards of e-learning based on the six fundamental characteristics sought by different actors in terms of standardization in e-learning. In the third part, they build the importance of interoperability in the development of e-learning from standards and standards especially in higher education. Thus, they deal with the planning of the enhancement of an ILE, the writing and presentation of teaching materials, the management of identity and access to resources, the sharing and archiving of teaching materials, and in the end, the addition of new technopedagogical tools to EIAH.

Models in E-Learning Systems

2011 ◽  
pp. 2671-2675
Author(s):  
Alke Martens
Keyword(s):  
Computer Science ◽  
Future Trend ◽  
Learning Systems ◽  
Historical Background ◽  
Learning Models ◽  
Everyday Language ◽  
Term Model ◽  
E Learning ◽  
Definition Of ◽  
Scientific Fields

Models are everywhere. Terms like “modeling” and “model” are part of everyday language. Even in research, no overall valid definition of what a model is exists. Different scientific fields work with different models. Usually, the term “model” is used intuitively to describe something which is sort of “abstract”. This is a rather vague concept, but all models have in common that they are abstractions in a broad sense and that they are developed for a certain purpose, for example, for testing and investigating parts of reality, theories or hypotheses, for communication, or for reuse. In e-learning the notion of models is frequently used in a rather naive and uncritical way. The main purpose of developing models seems to be lost in the overwhelming amount of available models. A situation has emerged where the development of a new special purpose model often seems to be much easier than the reuse, validation, or revision of existing ones. In the following section approaches to define the term “model” will be sketched to provide a (historical) background in relation with computer science. Afterwards, an overview over existing models and different approaches to categorize e-learning models will be given. A future trend suggests a new categorization of e-learning models. The chapter closes with a conclusion.

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).

User-Centered Gamification for E-Learning Systems: A Quantitative and Qualitative Analysis of its Application

2019 ◽  
Vol 31 (5) ◽  
pp. 425-445 ◽  
Author(s):  
Ana Carolina Tomé Klock ◽  
Isabela Gasparini ◽  
Marcelo Soares Pimenta
Keyword(s):  
Qualitative Analysis ◽  
Learning Systems ◽  
Controlled Experiment ◽  
Learning System ◽  
Online Course ◽  
Educational Context ◽  
E Learning ◽  
Definition Of ◽  
Game Elements ◽  
User Centered

Abstract Gamification applies game elements in non-game contexts to improve users’ experience. One of the contexts that have mostly taken advantage of gamification is the educational one. However, the students’ experience is unique, since it varies according to their profile. Therefore, the individualities of each student must be considered to improve the students’ experience. This paper aims to explore the gamification properties and analyze the results of the user-centered application. For this, we proposed a framework focused on the user-centered gamification in the educational context, taking into account personal, functional, psychological, temporal, playful, implementable and evaluative properties. After applying the framework in the e-learning system, the controlled experiment with 139 students revealed an increase in students’ interaction, engagement and satisfaction. Thus, our main contributions are the improvement of the students’ experience with the user-centered gamification and the definition of a framework to assist in its application. RESEARCH HIGHLIGHTS This paper proposes a user-centered gamification framework for educational context It has been applied in an e-learning system and a controlled experiment was conducted A total of 139 students enrolled for an online course, and half of them used the gamified version Results indicate an increase in the students’ interaction, engagement and satisfaction

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