Multi-Criteria Evaluation of the Web-Based E-Learning System: A Methodology Based on Learner Satisfaction and Its Applications

Autor/inn/en	Shee, Daniel Y.; Wang, Yi-Shun
Titel	Multi-Criteria Evaluation of the Web-Based E-Learning System: A Methodology Based on Learner Satisfaction and Its Applications
Quelle	In: Computers & Education, 50 (2008) 3, S.894-905 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2006.09.005
Schlagwörter	User Satisfaction (Information); Computer Assisted Instruction; Criteria; Information Systems; Methods; Internet; College Students; Surveys; Student Attitudes; Decision Making; Learning Strategies + Suchen Sie Ihr Suchwort? Benutzerfreundlichkeit; Computer based training; Computerunterstützter Unterricht; Method; Methode; Collegestudent; Survey; Umfrage; Befragung; Schülerverhalten; Decision-making; Entscheidungsfindung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The web-based e-learning system (WELS) has emerged as a new means of skill training and knowledge acquisition, encouraging both academia and industry to invest resources in the adoption of this system. Traditionally, most pre- and post-adoption tasks related to evaluation are carried out from the viewpoints of technology. Since users have been widely recognized as being a key group of stakeholders in influencing the adoption of information systems, their attitudes toward this system are pivotal. Therefore, based on the theory of multi-criteria decision making and the research products of user satisfaction from the fields of human-computer interaction and information systems, this study proposed a multi-criteria methodology from the perspective of learner satisfaction to support those evaluation-based activities taking place at the pre- and post-adoption phases of the WELS life cycle. In addition, by following this methodology, this study empirically investigated learners' perceptions of the relative importance of decision criteria. This investigation carried out a survey of college students, and the data thus obtained was then analyzed by analytic hierarchy process in order to derive an integrated preference structure of learners as a ground for evaluation. We found that learners regarded the learner interface as being the most important dimension of decision criteria. Future applications of these results are recommended and the implications are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10