The Effectiveness of Customer Education: evaluating synchronous and asynchronous e-learning technologies

This paper considers the role played by customer education in enhancing their engagement by enriching the customer experience. Enrichment may be seen in terms of enhanced customer communication or service co-creation. This is often mediated by the effectiveness of customer education. Consequently, organisations are evolving new ways of educating their customers to carry out their roles as co-producers. Increasingly this process depends on the latest synchronous and asynchronous e-learning technologies, requiring significant resource investments. Whilst it is easy for organisations to become absorbed with the latest technological trends, we suggest a refocussing on how customers actually engage in learning and skills acquisition. A conceptual framework is developed that combines key concepts from IT service delivery with well-established models of learning acquisitio

E-Learning Management System for King Saud University

The purpose of this study is to develop an e-learning management system for King Saud University to be as a basis to develop an e-learning management system and to assist the lecturers in managing the learning materials with the students. To develop such system, the general methodology has been used and developed using java programming (JSP) which facilitates good design and services.Questionnaire has been used as a usability technique for purpose of evaluating the system in terms of visibility of system statues and contents, learnability and accessibility, flexibility and efficiency of use, usefulness, and effectiveness and satisfaction. The evaluation reveals that 86.56% of the participants indicated that the prototype effectiveness and satisfaction which is high and agreed altitude

EFEKTIVITAS EVALUASI HASIL BELAJAR MELALUI GOOGLE FORM

The current progress of Information and Communication Technology has shown tremendous progress. The most popular application of information technology today in the education industry is e-learning. One form of utilizing technological advances in education is the use of Google forms in evaluating learning outcomes. The purpose of this study is to determine the effectiveness of evaluating learning outcomes through google form. The research method used is the literature study method. Google Forms can be used anytime and anywhere, with various advantages of the features presented will make students feel happy in doing learning evaluations. The lack of security of Google forms to avoid cheating can still be avoided with teacher supervision and limited time, so Google forms are still very effective in the use of Learning Outcomes Evaluation

UCL E-Learning Evaluation Toolkit

A framework for evaluating the pedagogical effectiveness of e-learning and technology-enhanced learning spaces

eLEM: A novel e-Learner Experience Model

Many e-learning artefacts have been developed and promoted based on their ability to enhance learning and e-learner experience. However, there is a lack of precise definition of what the e-learner experience implies and associated models to inform this experience. This paper introduces a novel e-Learner Experience Model (eLEM) along with its roots in: (i) e-learning domain research, and (ii) user experience/usability. It also proposes a definition for the e-learner experience model based on the particularities of e-learning. eLEM has been derived based on a state of the art literature review and consists of a number of constructs along with measures of their effectiveness in evaluating the e-learner experience in an e-learning environment. eLEM has been comprehensively evaluated using a set of sufficient and representative case studies. It has also demonstrated modelling the e-learner’s experience in various contexts and identified four key challenges for further research. Finally, the eLEM has been integrated with the HeLPS e-learning framework and contributed to validating its process-centric models

The Effectiveness of Using E-Learning in Malaysian Higher Education: A Case Study Universiti Teknologi Malaysia

E-Learning is a fairly recent word used to define a form of learning that can be performed via websites online learning. The impact of contingent factors on the relationship between six predictors and e-learning effectiveness was investigated. The development and implementation of e-learning today has become an important phases in university. This study is centered on evaluating the e-learning effectiveness in UTM. And in this study, the critical factors affecting e-learning effectiveness were investigated through a survey conducted on students as participants. A total of 268 Universiti Teknologi Malaysia (UTM) (undergraduate students) students were used in the survey. Several factors have been found to correlate with e-learning effectiveness which includes self-efficacy, interface, community, usefulness, students’ satisfaction and intention to use e-learning. The results show that e-learning use positively and significantly related to students' satisfaction, usefulness that is impact intention to use in turn affect e-learning effectiveness. DOI: 10.5901/mjss.2015.v6n5s2p62

Fixing the ‘Ready’ in E-Learning Readiness

Evaluating the effectiveness of e-learning systems (ELSs) for course delivery can be achieved by measuring the user’s level of readiness for the ELS. While e-learning readiness (e-readiness) is well researched using several models, studies generally provide recommendations for the institution or instructor. However, most students are typically not equipped for using the ELS. This chapter focuses on assisting students in online and face-to-face courses who have e-readiness challenges when accessing an ELS throughout a semester. A survey captures responses on their technological, lifestyle and learning preparedness for the ELS to produce an e-readiness score. A modified DeLone and McLean model evaluates the impact of their level of e-readiness during their use of the ELS. Identifying where and when students have difficulties, pinpointing their deficits or recommending the more appropriate modality could help students achieve a positive course outcome

A FRAMEWORK FOR EVALUATING THE EFFECTIVENESS OF BLENDED E-LEARNING WITHIN UNIVERSITIES

Abstract: Since the inception of e-learning technologies, there has been an increase in the use of e-learning systems to support blended learning in Universities by providing a mix of face-to-face classroom teaching, live e-learning, self-paced e-learning and distance learning. Despite the existing benefits of using e-learning, some higher education institutions have not utilised e-learning to its full potential and yet there are limited studies that offer a comprehensive framework for effectively using e-learning systems. It is therefore imperative that learning technologists understand the factors that influence the effectiveness of blended e-learning. An expert survey was conducted to establish which factors are important for evaluating the effectiveness of e-learning systems. This paper describes a methodological framework for assessing the effectiveness of e-learning within Universities. The framework will act as a guiding tool for further research into ways of effectively planning, implementing and improving blended e-learning within Universities

WEBTOON-BASED PHYSICS E-MODULE AS ALTERNATIVE MEDIA TO IMPROVE STUDENT'S CRITICAL THINKING ABILITY ON OPTICAL EQUIPMENT MATERIALS

This research focuses on developing and analyzing the qualifications, effectiveness, and reactions of e-module users on optical devices to improve critical thinking skills. The advantage of this e-module is that it contains material descriptions, videos, webtoons, and evaluation questions that can be accessed online. The research method uses research and development of the ADDIE model, with five stages: investigating student needs, designing learning media using pixton.com, canva.com, and the Flip PDF Professional application, and developing e-modules that are validated by media expert validators and material, amounting to two people. , product implementation to users, and evaluation of e-modules by teachers and students. Indicators of critical thinking skills tested include interpreting, analyzing, evaluating, and inferring skills. The feasibility of the e-module turned out to be valid by experts in the media and material obtained from the validation questionnaire. The results of the effectiveness of the e-module in improving critical thinking skills showed that the effectiveness was tested on 26 class X SMK students and user responses, namely teachers and students, were very positive