Bipartite electronic SLA as a business framework to support cross-organization load management of real-time online applications

Online applications such as games and e-learning applications fall within the broader category of real-time online interactive applications (ROIA), a new class of ‘killer’ application for the Grid that is being investigated in the edutain@grid project. The two case studies in edutain@grid are an online game and an e-learning training application. We present a novel Grid-based business framework that makes use of bipartite service level agreements (SLAs) and dynamic invoice models to model complex business relationships in a massively scalable and flexible way. We support cross-organization load management at the business level, through zone migration. For evaluation we look at existing and extended value chains, the quality of service (QoS) metrics measured and the dynamic invoice models that support this work. We examine the causal links from customer quality of experience (QoE) and service provider quality of business (QoBiz) through to measured quality of service. Finally we discuss a shared reward business ecosystem and suggest how extended service level agreements and invoice models can support this

Factors Impacting Online Learning Usage during Covid-19 Pandemic Among Sophomores in Sichuan Private Universities

Purpose: This study aims to examine factors impacting online learning usage among students in Sichuan private universities, China. The variables used to construct the conceptual framework are perceived ease of use, perceived usefulness, information quality, system quality, service quality, attitude towards using, satisfaction, behavioral intention and actual use. Research design, data and methodology: The quantitative approach (n=500) was conducted via online questionnaire, using judgmental sampling, quota sampling and convenience sampling. Before processing the data collection, content validity was reserved by index of item objective congruence (IOC). Pilot study of 40 samples was approved by Cronbach’s Alpha reliability test. Afterwards, the data was analyzed in SPSS using descriptive statistics, confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: The results revealed that satisfaction had the strongest significant impact on behavioral intention, followed by perceived usefulness on attitude toward using, service quality on behavioral intention, behavioral intention on actual use, information quality on behavioral intention, perceived ease of use on attitude toward using and attitude toward using on behavioral intention. On the other hand, the relationship between system quality and behavioral intention was not significant. Conclusions: Academic practitioners were recommended to encourage online learning usage among students by developing better online learning system, technical support service and learning experience which led to successful adoption and learning effectiveness of students in higher education

Quality of experience of online learning tools

Online learning tools have become important components of teaching and course delivery. This paper discusses the issues surrounding research into Quality of Experience (QoE) for online learning tools and how it relates to technical performance, Quality of Service (QoS). The relationship between QoE and QoS for online learning tools is often considered important for describing the optimal conditions for online learning environments. Such research largely ignores the vital issue of how learners differ from consumers in their use of information and communication technologies such as interactive multimedia environments. The implication of this difference for understanding technology use for learning is presented and the need for an empirical study to address this is argued for. A pilot was undertaken to further define the methodological requirements of conducting a study into the impact of system performance on QoE. The findings of the pilot study describe issues and implications for designing a research methodology which can begin the process of mapping the QoE to QoS relationship for online learning

Student Satisfaction Analysis of Online Tutorial Through Information System Quality and Personal Services of Online Tutorial at Universitas Terbuka

Providing the users of learning supports with superior service has enabled UT to build and grow service commitment that can contribute to the needs of society, employees, and, most notably, students in online tutorials (tuton). Designed in a web-based environment, online tutorials is one of UT learning supports that offers versality of tutorial experience. One of the indicators whether optimal service applies to the business operations is measuring the satisfaction level of students as service users. This study aimed to figure out the satisfaction level of tuton students in terms of the quality of information system and personal service of online tutors at Universitas Terbuka. Data were acquired from 50 tuton-student respondents at UT 2017.1. The study found that the level of student satisfaction positively and significantly affected the variable of system quality, information quality and personal service of online tutors. The most dominant variables, in descending order, were system quality, personal service of online tutors and information quality. On that basis, this study settled on a framework of tuton-student satisfaction with respect to the improvement of system quality of tuton application, information quality and personal service of online tutors

PENDAMPINGAN IMPLEMENTASI LESSON STUDY PADA GURU MGMP BAHASA INDONESIA SEBAGAI UPAYA PENINGKATAN KUALITAS PEMBELAJARAN JARAK JAUH

The problems that occurred during the Covid-19 pandemic in the world of education had an impact on the quality of learning. Teachers and students adapt to distance learning which results in the need for a deep comprehensive understanding of effective learning techniques during a pandemic. The collaboration system and understanding of technological literacy are things that can be done to improve the quality of the distance learning process through increasing teachers' understanding of the determination of Lesson Study. This service activity will be held in Blended (online and offline) using socialization and mentoring methods. The implementation of Lesson Study training activities is carried out offline while mentoring and implementation is carried out online. distance learning and (3) giving the teacher real experience in the classroom in developing teaching materials and distance learning according to the needs of students. The results of the service activities show an increase in models and the development of teaching materials in the form of modules in peer teaching to conduct open classes and teachers can make lesson plans according to the scenario collaboratively with cognate maple teacher

Structure, content, delivery, service, and outcomes: Quality e-Learning in higher education

This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes) must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model

Chinese Consumers' E-Learning Satisfaction and Continuance Purchase Intention on Paid Online Python Course

With the development of internet technology, e-learning has become an essential part of the modern education system. However, the e-learning market faces enormous competition. Consumers' continuance purchase intention has become a vital factor in the success of e-learning courses. Thus, factors that influence consumers' continuance purchase intention should be examined in the e-learning market. However, little research has focused on identifying the continuance purchase intention of an e-learning course. Based on the information system continuity model ISC), this paper develops a research model to investigate the factors influencing satisfaction and continuance purchase intention in e-learning. A cross-sectional, questionnaire-based research design was used in this study. We collected data from consumers who had enrolled in paid online Python courses. In total, 508 paid online Python course users completed the online survey. SmartPLS software was used for data analysis. The results demonstrated that perceived course quality, service quality, convenience, and usefulness significantly affect consumers' satisfaction with the experience course. Moreover, the findings show that satisfaction, self-efficacy, and e-word of mouth (e-WOM) determine the consumers' continuance purchase intention of the reminder course. This study also found that satisfaction mediates the effects of experience courses on consumers' continuance purchase intention of the online Python course. The implications for theory and practice and future research directions are discussed

Exploring preferred learning styles and perceptions of service quality in museum of local visitors: Ryfylke Museum case study

Master's thesis in International hospitality managementEducation has been considered an integrated part of the museum. This phenomenon draws attention to the authors about the question of whether there is a relationship between visitors’ preferred learning styles and their perceptions of service quality at the museum where they have been. The answer may bring the new knowledge to the field of psychology in terms of visitors’ behavior. Also, this provides museum operators to a more comprehensive look at their visitors regarding what the audiences need and what makes them satisfied. The research presents a case study, implemented to investigate visitors’ behavior in Ryfylke Museum. This thesis’s primary objective is to examine and test the correlations between visitors’ preferred learning styles and perception of service quality. The study, in which an online survey was employed as a measurement, was carried out in the scope of the Suldal Municipality. The main subjects to the paper are visitors who experienced at least one of the four museum’s activities, namely Folk music on Friday, Experience the farm life at Kolbeinstveit, Café, and souvenirs, The Ice Bear exhibition. SPSS program has been used as a data analytical instrument for the quantitative data collection. Cronbach’s alpha coefficient and Exploratory factor analysis are considered appropriate measures for reliability and validity testing. Pearson correlation coefficient, as well as linear regression, were employed to analyze the hypotheses. The result from the basic upon “how the relationships between Suldal visitors’ preferred learning styles and perceptions of service quality in Ryfylke Museum are” and additional analysis about the correlation between their perceptions of service quality and visitor’s loyalty can contribute as implications and recommendations to the museum in more understanding the museum visitors, and be foundational research for further exploration about the local museum and its visitors. Keywords: preferred learning styles, perception of service quality, loyalty, museum, local

Impact of E-learning factors on Students Satisfaction: Sohar University - a Case study

Purpose of Study The study aimed to investigate the impact of quality remote e-learning factors on student satisfaction. Methodology The random sampling method was adopted through a questionnaire in an online survey.  The survey used a questionnaire to collect data from 218 students who had experienced online learning. Statistical Package for Social Sciences (SPSS) was used to analyze and interpret the collected data. Findings The study revealed that there was an impact of Information Quality, Service Quality, and System Usage on System Success which in turn has an impact on student satisfaction. It is observed that the experience through the e-learning system determines improvement towards academic knowledge and expertise. Social Implications This study helps HEIs to understand the student’s perception of remote e-learning systems for future improvements. This study has provided insights into remote e-learning systems of higher education institutions in understanding the impact of the system used on student satisfaction. This will help them to improve the e-learning system. Practical Implications The study showed that most of the students opined that the Higher Education Institutions (HEIs) should keep improving their services as it is required to enhance the features and the facilities to increase student satisfaction. Originality No study has ever considered the three key factors which influence the system usage which in turn affects student satisfaction and this research dealt with that.

Learners’ Perspective on Critical Factors to LMS Success in Blended Learning: An Empirical Investigation

The use of Learning Management System (LMS) in academic institutions is becoming an imperative for many institutions. The success of LMS in academic institutions may be initiated by instructors’ adoption; however, LMS survives in the long run by learners’ continuous adoption and use. Consequently, the objective of this article is to examine the critical factors that influence the success of LMS in blended learning in terms of actual usage, perceived usefulness, perceived ease of use, and user satisfaction from the learners’ perspective. The study also examines how these success measures impact learners’ continuous intention to use LMS in blended learning. These critical factors are related to the major entities of LMS adoption: learner characteristics (computer anxiety, technology experience, self-efficacy, and personal innovativeness), instructor characteristics (attitude, teaching style, control, and responsiveness), LMS characteristics (system quality, information quality, and service quality), classmates characteristics (attitude and interaction), course characteristics (quality and flexibility), and organization characteristics (management support and training). Based on 512 learners, the results showed that all of these factors are critical to one or several success measures, except for learner self-efficacy, instructor online responsiveness, and management support. The results also showed that all success measures are critical to learners’ continuous intention to use LMS in blended learning