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Evaluating the success of e-learning systems : the case of Moodle LMS at the University of Warwick
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Al-Fraihat, Dimah (2019) Evaluating the success of e-learning systems : the case of Moodle LMS at the University of Warwick. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3442028~S15
Abstract
E-learning is a direct result of the integration of education and technology, and is increasingly considered as a powerful medium for learning. The undeniable significance of e-learning in education has led to a large growth of e-learning courses and systems offering different types of service. Thus, evaluation of e-learning systems is vital in ensuring successful delivery, effective use, and positive impact on learners. In recent studies, the vast majority of universities report having adopted varieties of e-learning systems and platforms to facilitate the students’ learning process. However, while adopting e-learning systems is useful, it is not an end in itself. In reviewing the literature, studies have revealed many problems with these systems, such as meeting users’ requirements and the suitability of these systems for targeted users. In order to improve the current systems to satisfy users’ needs, it is important to understand the different aspects that influence the quality and success of these systems. Hence, a new model for evaluating the success of e-learning systems is introduced in this research.
Based on an intensive review of the literature, four approaches were identified and analysed as a theoretical basis for the research: DeLone and McLean’s information systems success model; the Technology Acceptance Model; the User Satisfaction Models; and the E-learning Quality Models. In order to provide a general comprehensive definition of e-learning success measurements, the four approaches found in the literature were considered in developing our model. The proposed model includes eleven constructs: technical system quality; information quality; service quality; educational system quality; support system quality; learner quality; instructor quality; perceived satisfaction; perceived usefulness; system use; and benefits. The model is comprehensive, and not based on the number of constructs, but on the intention to provide a holistic picture and different levels of success related to a broad range of success determinants, rather than focusing on a specific construct. As such, it forms an original contribution to knowledge.
To test the model, an empirical study was conducted. First, an instrument was designed to assess the perceptions of students towards e-learning system success. Second, an expert study with 30 e-learning experts was carried out to confirm the measurements and indicators. The model was then tested in the context of the University of Warwick by fitting the model to data collected from 563 students engaged with an e-learning system. Both quantitative and qualitative data were analysed. The results confirm that the model proposed in this study is valid and reliable. Thus, the study contributes to the growing body of knowledge with a valid and reliable model and an instrument to evaluate e-learning systems success (EESS model). Further, the study sheds light on important issues and recommendations that should be taken into consideration to improve the perceptions of satisfaction, usefulness, use, and benefits of the e-learning systems. The study further provides practitioners with several practical contributions.
Item Type: | Thesis (PhD) | ||||
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Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software |
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Library of Congress Subject Headings (LCSH): | Web-based instruction -- Case studies, Web-based instruction -- Evaluation, Computer-assisted instruction -- Case studies, Computer-assisted instruction -- Evaluation, Educational technology, Self-managed learning | ||||
Official Date: | 2019 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Department of Computer Science | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Joy, Mike ; Sinclair, Jane ; Masa’deh, Ra'ed | ||||
Format of File: | |||||
Extent: | xi, 224 leaves : illustrations, charts | ||||
Language: | eng |
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