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1.
Online educational technologies and e‐learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e‐learning tool success is based on more than just user satisfaction and preliminary learning outcomes—rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e‐learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e‐learning tool success. To assess the usability of an e‐learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e‐learning tool use is essential in ensuring e‐learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e‐learning tool's life cycle. Anat Sci Educ 10: 190–199. © 2016 American Association of Anatomists. 相似文献
2.
With the proliferation of paid mobile learning applications (m-learning apps), understanding how to assess their success has become an important issue for academics and practitioners. Based on the information systems (IS) success models and the value-based adoption model, this study developed and validated a multidimensional model for assessing paid m-learning app success. The proposed model describes the interrelationships among seven paid m-learning app success variables: system quality, information quality, perceived enjoyment, perceived fee, user satisfaction, intention to reuse, and learning effectiveness. Data collected from 160 paid m-learning app users were tested against the research model using structural equation modeling (SEM). The empirical findings provide evidence that learning effectiveness is affected by user satisfaction and intention to reuse, which, in turn, are determined by system quality, information quality, perceived enjoyment, and perceived fee. The findings of this study provide several important theoretical and practical implications for the development, implementation, and promotion of paid m-learning apps. 相似文献
3.
This usability study evaluated users' perceptions of a multimedia prototype for a new e‐learning tool: Anatomy of the Central Nervous System: A Multimedia Course. Usability testing is a collection of formative evaluation methods that inform the developmental design of e‐learning tools to maximize user acceptance, satisfaction, and adoption. Sixty‐two study participants piloted the prototype and completed a usability questionnaire designed to measure two usability properties: program need and program applicability. Statistical analyses were used to test the hypothesis that the multimedia prototype was well designed and highly usable, it was perceived as: (1) highly needed across a spectrum of educational contexts, (2) highly applicable in supporting the pedagogical processes of teaching and learning neuroanatomy, and (3) was highly usable by all types of users. Three independent variables represented user differences: level of expertise (faculty vs. student), age, and gender. Analysis of the results supports the research hypotheses that the prototype was designed well for different types of users in various educational contexts and for supporting the pedagogy of neuroanatomy. In addition, the results suggest that the multimedia program will be most useful as a neuroanatomy review tool for health‐professions students preparing for licensing or board exams. This study demonstrates the importance of integrating quality properties of usability with principles of human learning during the instructional design process for multimedia products. Anat Sci Ed 2008. © 2008 American Association of Anatomists. 相似文献
4.
Although course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful features and design them into learning tools has rarely been investigated. This study investigates two features, embedded in the Moodle system, wiki and assessment tools, to find out how they are designed to support project-based learning. The theory and rationale for using these two features in learning activities are elaborated. The effects of wiki-supported collaboration, peer grading, and feedback on junior secondary students' enquiries in liberal studies are analyzed using hierarchical multiple regression. One hundred and eighty-six students participated in the study. Working on their own wikis, commenting on the work of peers, and previous performance on the humanities course were found to be significant predictors of liberal study project performance. 相似文献
5.
Clyde W. Holsapple Anita Lee‐Post 《Decision Sciences Journal of Innovative Education》2006,4(1):67-85
This research advances the understanding of how to define, evaluate, and promote e‐learning success from an information systems perspective. It introduces the E‐Learning Success Model, which posits that the overall success of an e‐learning initiative depends on the attainment of success at each of the three stages of e‐learning systems development: system design, system delivery, and system outcome. To study this model, an online version of an undergraduate quantitative methods core course for business students is developed using a prototyping strategy. Four cycles of development are traced, each comprised analysis, design, implementation, testing, and enhancement. Findings from the study confirm the validity of using the proposed success model for e‐learning success assessment. In addition, an action research methodology is also found to be a valuable impetus for promoting e‐learning success through an iterative process of diagnosing, action planning, action taking, evaluating, and learning. 相似文献
6.
Peter Shea Mary Gozza‐Cohen Sedef Uzuner Ruchi Mehta Anna Valentinova Valtcheva Suzanne Hayes 《Educational Media International》2013,50(2):101-113
This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning outcomes. The study examines evidence beyond learner reported satisfaction and learning, instead measuring both learning inputs and outcomes. Analysis of input includes quantitative content analysis of discussions using the CoI framework. Analysis of outcomes looks at both the quality of student learning artifacts such as case studies using the SOLO taxonomy as well as instructor‐assigned grades of specific related assignments. Results suggest that understanding of online instructional effort, processes, and learning outcomes can be improved through this more comprehensive, conceptually driven approach. 相似文献
7.
Griet Lust Mieke Vandewaetere Jan Elen Geraldine Clarebout 《Learning Environments Research》2014,17(3):319-337
Given the rising popularity of content management systems (CMSs) in higher education, we investigated how students use the available CMS tools, as well as whether the moment of using a CMS tool affects students’ learning. This temporal dimension has been neglected in current research on CMS use. More insight into students’ tool-use is particularly important from an instructional design perspective because research has repeatedly revealed that a learning environments’ effectiveness depends heavily on students’ adaptive tool-use. Data were collected by logging the frequency and the time students (158) use the available tools within a CMS. Repeated-measures analyses revealed that students’ tool-use changed throughout the course, a dynamism that was different for each tool and was related to course-specific deadlines. Significant temporal student differences were found for some types of tools. Furthermore, students’ course performance was significantly impacted by the moment students used the course material outlines and the discussion board. In line with expectations, effects were different dependent on the tool. Hence, by examining students’ tool-use from a temporal perspective, this study highlighted that the timing of use matters. Furthermore, this timing depends on tool functionality. Consequently, the results have interesting implications for designing CMSs and they suggest implications for releasing some type of CMS tools at specific moments in the learning process. 相似文献
8.
The past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes. 相似文献
9.
Paul Knight 《Open Learning》2013,28(1):87-96
This paper considers the influence of e‐tuition using an asynchronous written conferencing package, FirstClass, upon retention and success rates for Masters‐level courses in a distance learning programme as compared with similar courses that were supported in a traditional manner using face‐to‐face tuition. The paper investigates the common assumption that the use of e‐tuition might negatively influence both retention and success rates by studying data gathered on UK Open University Masters courses in education. These data have allowed direct comparisons between e‐tutored and face‐to‐face tutored courses to be made. The effect of linking assessment to participation in activities using FirstClass is also considered in this study. This research has revealed that e‐tutoring using FirstClass appears to have no significant positive or negative influence on either retention or success on such courses. 相似文献
10.
Hassan M. Selim Ahmed 《Decision Sciences Journal of Innovative Education》2010,8(2):313-346
E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described. 相似文献
11.
Theoretical foundations for enhancing social connectedness in online learning environments 总被引：2，自引：0，他引：2
Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face‐to‐face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning environments, however, negotiating social information and maintaining social connectedness can pose challenges for participants. Nonverbal strategies one typically uses for enhancing communication and overcoming ambiguity – such as an approving smile or a questioning brow – must be approached differently while learning online where fewer sensory communication channels are typically available. We present the theoretical foundation for how social information processing and group structure theories may be combined to assist instructional designers in further examining the social system perceived by the online learner. We propose a framework for thinking more systematically about the development of group social structure in online learning environments. 相似文献
12.
基于DBR创生的情境性知识进行教学评测,多依赖从教者或专家的个人经验与个人智慧,主观性较强。为克服这一不足,研究基于DCR下的教学系统概念模型及IIS图分析法,以教学系统为研究对象,提出教学系统的质量评测应从教学系统的一致性、适应性和学生参与度三维度考虑,并以此为思考框架,构建出评测教学系统质量的指标体系,包括目标知识点的学习水平与任务类型的一致性、被激活的IIS子图与任务的知识组块的一致性、学习目标的层级多元性、媒体多元性、目标知识点的活动多元性、学生言语参与度、学生知识参与度、知识点总激活量、目标知识点总激活量等九大指标。这些指标值多通过教学系统中信息处理主体输出的信息流推算得来,难以干预,客观性较强。通过这些指标数据能客观、清楚地说明课堂教学的整体交互水平如何、教学手段与学习目标是否一致、学习目标的达成程度如何、教学系统能否应对突发教学问题及学生的课堂参与情况如何等反映教学系统质量的基本问题。 相似文献
13.
David Carter 《Teachers and Teaching》2013,19(5):481-497
This evaluation‐research feasibility study piloted the creation of a technology‐mediated managed learning environment (MLE) involving the implementation of one of a new generation of instructionally driven management information systems (IMISs). The system, and supporting information and communications technology (ICT) was employed to support collaborative approaches to practicum supervision in a ‘borderless’ manner. The generation and utilization of information by student teachers and their supervisors was monitored and evaluated in order to ascertain how teaching competence development and reflective practice could enhance professional decision‐making in information‐rich settings involving the use of IMIS technology. Patterns of communication across the triad of the university tutor‐supervisor, school‐based cooperating teacher and student teacher were investigated using a multi‐site case study involving two schools and one university. The efficacy of the instructional information management system in supporting evidence‐based practice by student teachers, and those who supervised them was also evaluated. 相似文献
14.
《The Internet and Higher Education》2006,9(3):163-174
Course management systems (CMSs) have become a common resource for resident courses at colleges and universities. Researchers have analyzed which CMS features faculty members use most primarily by asking them which features are used. The study described builds on previous research by counting the number of CMS features a faculty member used and by analyzing how three external factors are related to the use of CMS features. The external factors are (a) the college in which a course was offered, (b) class size, and (c) the level of a class—such as 100 or 200. The only external factor showing a statistically significant relationship to the use of CMS features was the college in which a course was offered. Another finding was that CMSs are primarily used to transmit information to students. Implications are described for using external factors to increase effective use of more complex CMS features. 相似文献
15.
用户生成性学习资源是传统数字化学习资源的有力补充,其使用价值已不断突显。开放式的资源创建与组织方式使得质量控制成为用户生成性学习资源开发与利用的重要环节。本研究以维基百科为例,对其质量控制原则、质量控制标准和质量控制策略进行了阐述,随后分析了影响用户生成性学习资源质量的主要因素。在借鉴维基百科质量控制机制的基础上．提出了用户生成性学习资源的质量控制框架和策略。 相似文献
16.
Mei Chen 《Instructional Science》1995,23(1-3):183-220
This paper presents a methodology for characterizing computer-based learning environments, focusing on the cognitive, pedagogical, and interactive features. The framework for this characterization is explained in relation to the relevant theories and findings in cognitive and instructional research. The methodology is illustrated by a characterization of computer-based learning environments developed by student teachers and professionals. The usability of these environments is analyzed along the dimensions of the framework presented. The results showed that this methodology can systematically and precisely characterize the cognitive, pedagogical, and interactive features of computer-based learning environments. It can be used to predict and explain the success or failure that a given software program promotes for learning particular types of knowledge. The applications of this methodology for the evaluation and design of computer-based learning environments, for instructional research in various instructional contexts, as well as for the study of expertise in the development of computer-based learning environments, are discussed. 相似文献
17.
Using a secondary device while viewing a primary device (i.e. TV), or media multitasking, is now common. Numerous researchers and practitioners have attempted to introduce secondary devices into education as a new learning environment providing additional information to the user. However, the learning-related effects of using a second screen remain controversial. This study examined the effects of second-screen-application use on attention, learning performance, and user experience per content relevance for three primary contents (PC; i.e. videos) requiring different amounts of cognitive load: low, medium, and high. Second-screen use reduced learning performance and user satisfaction when the PC required high cognitive load. However, participants exhibited increased learning performance, concentration, and satisfaction with the PC requiring medium-cognitive-load when highly relevant information was presented on the secondary screen simultaneously. Based on these findings, guidelines were suggested for designing a second-screen application without degrading users’ learning and experience. 相似文献
18.
The interrupted learner: How distractions during live and video lectures influence learning outcomes 
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下载免费PDF全文 Andrew H. Zureick Jesse Burk‐Rafel Joel A. Purkiss Michael Hortsch 《Anatomical sciences education》2018,11(4):366-376
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists. 相似文献
19.
Martin Graff 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):407-418
Two of the principal issues, which have been addressed in assessments of the benefits of web‐based instructional systems, are firstly, whether the segmentation of information provided by the web structure aids users in apprehending the interrelationships between the units of information featured in the web. Secondly, whether providing the user with an overview of the web system assists in facilitating his/her learning. It is suggested in the present study that these two issues may be more effectively understood by a consideration of an individual's cognitive style. Fifty participants were assigned to one of two web‐based instructional systems featuring information on the subject of psychological ethics. The information in one of the web systems was segmented to a greater degree than the information in the other. Half the participants using each web system were given an overview of the system and half were not. After a given time using the system, participants were tested on the information from the web. The findings suggest that cognitive style and segmentation had an effect on performance, although the provision of the overview had little effect. The results are discussed in terms of a consideration of cognitive style in the design of web‐based instructional systems. 相似文献