End user preference of customisable features within a course management system

Customisation is the means by which people alter and change various elements of their environment with the purpose of making it more suited to their immediate needs. This aids in creating a more personalised experience. People are extremely diverse in terms of age, gender, nationality, and with the dominant presence of technology people also have various levels of computer skills and experience. In the context of computer environments, customisation provides the ability to cater for a diverse user group, providing tools and options that assist with specific tasks, improve accessibility and achieve greater user satisfaction. Carter, MacLean, Lovstard & Moran (1990) claim that allowing a user to customise their system to match their personal work practices proves to be a useful technique. Various educational institutions are employing course management systems (CMS) to streamline and help carry out tasks involved in managing a large course. Students are also required to utilise the CMS in order to carry out various tasks associated with the study demands of their course. There is a variety of literature that discusses the types of customisable features that could be employed in a CMS; however there is no recommendation as to which of these features should be implemented. An analysis of end user preference toward customisable features offered a deeper understanding of the diversity of end user needs and the discovery of specific customisable features that are preferred by the student end user population

Learner satisfaction and learning performance in online courses on bioterrorism and weapons of mass destruction

This study examined the relationships between measures of (a) learner satisfaction with online courses on weapons of mass destruction (WMD) and bioterrorism intended to address the educational needs of responder Communities of Practice (CoP) and (b) degrees of accomplishment by the learner with those online courses. Provided that course design characteristics were similar between courses and that content was different, it was important to examine learner satisfaction with course common aspects in relation to learning outcomes and identify the predictors of effectiveness and relations between the learner satisfaction with the course characteristics and the learner achievement for potential design improvements in the future. Specifically, the investigator set out to explore multiple measures of learner satisfaction (Content, Accuracy, Navigation, Look, Flow, Assessment, and Value) in relation to multiple measures of learner achievement (Pre-Post Gain, Follow-up Personal Benefit, Follow-up Organizational Benefit, Follow-up Subject-Matter Retention, and Follow-up Simulation Scenarios).;The results from the 67 participants\u27 data analyses indicated that (1) navigation appeared to be a statistically significant predictor of learning achievement scores and (2) estimate of personal benefit was associated with value judgments placed on the course. Those participants who initially estimated that the courses were valuable later indicated that those courses had personal benefit to them. The learner\u27s initial satisfaction with navigation was related to the determination of personal benefit from the course. The study contributes to further understanding web-based, process-product, and satisfaction-learning interactions by emphasizing the importance of navigation quality in web-based courseware as it relates to learning achievement and personal benefit for adult learners. The findings heighten the designers\u27 awareness of the courseware aspects associated with learning effectiveness of exponentially growing web-based education on WMD and bioterrorism for responder communities