Applying KANO Model for Users’ Satisfaction Assessment in E-Learning Systems

2012 ◽  
Vol 8 (3) ◽  
pp. 1-12 ◽  
Author(s):  
Maryam Rezaie ◽  
Hamid Eslami Nosratabadi ◽  
Hamed Fazlollahtabar
Keyword(s):  
User Interface ◽  
User Satisfaction ◽  
User Behavior ◽  
Asynchronous Learning ◽  
User Characteristics ◽  
Kano Model ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
High Satisfaction ◽  
E Learning

Many projects fail due to lack of product development to meet customer needs, leading to a waste of organizational resources and non systematic creation of products. Understanding user behavior and the effective management are key elements in the competitive knowledge-based economy. One of the outlets for knowledge-based economy is e-learning, facilitating education using information technology (IT) infrastructure, which plays an important role in today’s virtual world breaking distance and time obstacles. The purpose of this study is to probe e-learning users’ satisfaction attributes having noticeable impacts on enhancing instruction paradigm. Therefore, using two concepts of asynchronous learning and KANO model, the authors conduct a survey on user satisfaction in e-learning educational centers in Iran via interviews. Five satisfaction factors are pedagogical regulation, user characteristics, user interface, ICT infrastructures, group interactivity, and content. A questionnaire is proposed based on KANO concept and samples are collected. The statistical analyses are worked out on questionnaires applying Statistical Package for the Social Sciences (SPSS) software package. The results show that group interaction and user interface have high satisfaction level while content and infrastructures are the effective factors of dissatisfaction.

Electronic Performance Support, E-Learning and Knowledge Management

2011 ◽  
pp. 801-806
Author(s):  
Ashok Banerji ◽  
Glenda Rose Scales
Keyword(s):  
Physical Capital ◽  
Nobel Laureate ◽  
Work Arrangements ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning ◽  
Electronic Performance ◽  
Dramatic Shift ◽  
Current Transition ◽  
Old Economy

The key outcome of the current transition from the “old economy” to the “new economy” is the dramatic shift from investments in physical capital to investments in intellectual capital. Today, approximately 70% of a country’s wealth is in human capital as opposed to physical capital, as estimated by Gary S. Becker, Nobel laureate and professor of economics and sociology at the University of Chicago (Ruttenbur, Spickler, & Lurie, 2000). In the knowledge-based economy, organizations as well as individuals need to focus on protecting and enhancing their biggest asset: their knowledge capital. The increasing economic importance of knowledge is blurring the boundary lines for work arrangements and the links between education, work, and learning.

Leveraging Distance Education Through the Internet

2011 ◽  
pp. 233-261 ◽  
Author(s):  
Zeynep Onay
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Classroom Interaction ◽  
The Internet ◽  
Global Knowledge ◽  
Face To Face ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning ◽  
Key Issues

In a global knowledge-based economy, with an ever-growing demand for learning, the Internet is seen as a vehicle for promoting effectiveness in teaching and reaching wider audiences. The number of online courses and programs offered by traditional higher education institutions, as well as new players in the education industry, has been increasing at an exponential rate. Yet the implementation of distance education through the Internet involves much more than a change of medium from face-to-face classroom interaction to an environment free of time and place constraints. Institutions are faced with the challenge of redefining their strategies to incorporate the e-learning paradigm. This chapter provides an overview of the different models that have emerged, and addresses the key issues that need to be resolved for integrating Internet-based learning in traditional universities. The breadth of strategic, administrative, academic and technological concerns encountered through the evolution of an Internet-based education system, from its inception to implementation, are discussed and illustrated by the e-learning initiative of Middle East Technical University in Turkey.

Primacy of Commodified Knowledges

2010 ◽  
pp. 107-127
Author(s):  
Karim A. Remtulla
Keyword(s):  
Knowledge Management ◽  
Adult Education ◽  
Business Processes ◽  
Education And Training ◽  
Knowledge Based ◽  
Cultural Paradigm ◽  
Knowledge Based Economy ◽  
E Learning ◽  
Learning Scenarios ◽  
And Training

This chapter discusses the cultural paradigm of ‘commodified knowledges’ in the workplace. This cultural paradigm is the second of two paradigms discussed in this book that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. ‘The knowledge-based economy’ as a concept of the global age comes from the various schools of thought. Each of the theories forwarded by these schools of thought continues to influence knowledge-based economic policy today, whether in regards to information-based societies; knowledge products; knowledge workers; or, technological innovations. These are the global policies that afford commodified knowledges their priority in the (knowledge-based) workplace. Organizations specifically concerned with knowledge governance, now invest in practices better known as ‘knowledge management’. Organizational apparatuses such as strategic priorities, value chains, and business processes, all become appropriated towards the materialization and reification of knowledge as an economic commodity for the benefit of the workplace. ‘Business process reengineering’ continues to have impact on the workplace as both a mandate and method for knowledge management towards the commodification of knowledge in the workplace. Workplace e-learning for workplace adult education and training now becomes another means for commodified knowledges through continuously reengineered knowledge management apparatuses. For workplace e-learning, adherence to the belief in the primacy of commodified knowledges leads to two workplace e-learning scenarios: (a) dehumanizing ideologies (see Chapter 9); and, (b) social integration (see Chapter 10).

scholarly journals Vectorization and Optimization of User Behavior Data in E-Learning Systems

2020 ◽  
Vol 9 (3) ◽  
pp. 2894-2897
Keyword(s):  
User Interface ◽  
Clustering Algorithm ◽  
User Behavior ◽  
User Interaction ◽  
Learning Systems ◽  
Interaction Data ◽  
Educational Materials ◽  
Electronic Diary ◽  
E Learning ◽  
Type Of Behavior

At the first stage, an applied scientific research developed a procedure for collecting data on the parameters of user interaction with the user interface. This input procedure receives many heterogeneous messages about the actions of a particular user in the interface, while the output represents a vector that describes the user in aggregated form. The set of vectors for different users, in turn, was then used as input for the k-means clustering algorithm, the result of which is the user's attitude to one of the k clusters that distinguish the user by the type of behavior. User interface interaction data is available to 67.8% of GlobalLab platform users. There is no such data for the Diary.ru electronic diary. Considering that not all users of the GlobalLab platform took measures to create a project, ideas, work with questionnaires and educational materials, the total number of students for whom the value of all 4 variables differs from the neutral one was 9.7 thousand.

E-Learning Adaptability and Social Responsibility

2011 ◽  
pp. 1323-1328 ◽  
Author(s):  
Karim A. Remtulla
Keyword(s):  
Social Responsibility ◽  
Workplace Learning ◽  
Global Knowledge ◽  
Organizational Governance ◽  
Knowledge Based ◽  
Global Workforce ◽  
Labor Practices ◽  
Learning At Work ◽  
Knowledge Based Economy ◽  
E Learning

The global, knowledge-based economy is causing rapid change when it comes to workforce composition and the nature and character of work itself. At the same time, ‘e-learning’ is increasingly positioned as the panacea for workplace learning needs for a transforming workplace and the global, knowledge-based economy (Industry Canada, 2005; Rohrbach, 2007). In this information age of intense political, social, technological, and environmental upheaval, do organizations bear any social responsibility towards their employees when mandating workplace learning from their employees through e-learning? The International Organization for Standardization (ISO, 2007a) specifies four key areas that all organizations need to pay heed to for ‘social responsibility’ to be accomplished: “environment; human rights and labor practices; organizational governance and fair operating practices; and, consumer issues and community involvement/society development” (para. 6). Accordingly, given the criteria of “organizational governance and fair operating practices,” this article argues for e-learning adaptability as a burgeoning social responsibility in the workplace, when thinking about workplace learning, by discussing: (a) the workforce diversity, and other workplace changes, that increasingly challenge the current approaches to e-learning at work; and then, (b) highlights the e-learning adaptability framework (Remtulla, 2007) as one methodology to assess and enable e-learning adaptability to meet this social responsibility for the benefit of a global workforce.

Lifelong Learning in the Knowledge Economy

2010 ◽  
pp. 115-124
Author(s):  
Maria Rosalia Vicente ◽  
Ana Jesus Lopez
Keyword(s):  
Lifelong Learning ◽  
Knowledge Economy ◽  
Best Practice ◽  
Business Organizations ◽  
Global Knowledge ◽  
Knowledge And Skills ◽  
Training Costs ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning

In a global knowledge-based economy, the performance of business organizations depends on ensuring that all categories of employees possess current and up-to-date knowledge and skills. Therefore, businesses must analyze their training needs in greater depth and update workers’ skills much more rapidly than in the past, while attempting to reduce training costs to remain competitive in this changing environment (Roy & Raymond, 2008). This requires organizations to educate and train anyone, anytime, and from anywhere with the lowest possible costs (Ong et al., 2004). Thus, many enterprises have turned to e-Learning as a best practice to provide adequate training to their employees. The aim of this paper is to examine e-learning adoption among a sample of European firms (an area for which empirical evidence is quite scarce), and investigate the factors driving its introduction.

The Challenge of Designing User-Centric E-Services

2009 ◽  
pp. 461-478 ◽  
Author(s):  
Patrizia Lombardi ◽  
Ian Cooper ◽  
Krassimira Paskaleva-Shapira ◽  
Mark Deakin
Keyword(s):  
Web Sites ◽  
The European Union ◽  
Research Project ◽  
European Cities ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning ◽  
On Line ◽  
User Centric ◽  
Digital Knowledge

Harnessing ICTs effectively is one of the main vehicles for achieving the EU’s 2010 strategy to become the most competitive digital knowledge-based economy. Achieving this requires innovation and a process of cultural, structural, and economical change towards the so-called eAgora. This requires that citizens are at the center of attention in the design of civic on-line developments in terms of accessibility. This chapter identifies significant challenges to the design of such user-centric e-services, by illustrating some key results of the European Union (EU) IST Framework 6 research project - IntelCities (2004). It presents the City e-governance framework developed in the research project and it shows how the contents of cities’ existing Web sites do not completely satisfy the expectations of the OECD in the European cities visited by the IntelCities Roadshows. It indicates a consistent way forward for the development of the online services offered by the IntelCities e-learning platform. The chapter closes by querying whether either the European cities examined or their citizens have the appetite for the proposed eAgora that will be necessary for its effective implementation and operation.

scholarly journals Challenges for E-Learning and Adult Students in Higher Education

2011 ◽  
pp. 253-259
Author(s):  
Ana Maria R. Correia ◽  
Anabela Sarmento
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Adult Students ◽  
Economic Status ◽  
European Council ◽  
The European Union ◽  
Learning Program ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning

The development and promotion of the strategic goal of the European Union to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with the relevant technological infrastructures together with people equipped with the necessary skills and competences (European Commission, 2002). As stated in the European Council (2005, p. 7), “human capital is the most important asset for Europe.” This human capital must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning program, so that people can face the challenges of a series of new jobs, maybe separated by spells of shortterm contracts or even unemployment. This continuous education program should be available to all citizens, regardless of their age and social or economic status.

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