Quality of e-learning systems is one of the important topics that the researchers are investigating in the last years. This paper refines the concept of quality of e-learning systems and proposes a new framework, called TICS (Technology, Interaction, Content, Services), which focuses on the most important aspects to be considered when designing or evaluating an e-learning system. Our proposal emphasizes user-system interaction as one of such important aspects. Guidelines that address the TICS aspects and an evaluation methodology, called eLSE (e-Learning Systematic Evaluation) have been derived. eLSE methodology combines a specific inspection technique with user-testing. This inspection, called AT inspection, uses evaluation patterns, called Abstract Tasks (ATs), that precisely describe the activities to be performed during inspection. The results of an empirical validation of the AT inspection technique, carried out to validate this technique, have shown an advantage of the AT inspection over the other two usability evaluation methods, demonstrating that Abstract Tasks are effective and efficient tools to drive evaluators and improve their performance.

/pdf/else-methodology-a-systematic-approach-to-the-e-learning-3ky4qmcnrr.pdf

eLSE Methodology: A Systematic Approach to the e-Learning Systems Evaluation

In the current era, the world of education faces challenges of how to design learning by using digital media with the intention to improve the instructional quality and students’ competencies. Digital media are important in the world of education since they are able to present materials contextually, visually, interestingly, and interactively. The present study was aimed at identifying teacher-candidate students’ perceptions on the use of digital literacy as a learning resource. The study was a survey involving students of the universities that had a partnership with USAID Priority as the research population. A sample of 168 students was selected from seven such universities. Data were collected using questionnaires, interviews, and documentation. The weighting of the questionnaire scores used the Likert’s scale. The variable Digital Literacy consisted of four indicators of ICT basic competencies, informational skills, media awareness, and computational thinking. Findings show that the teacher-candidate students have good perceptions in the use of digital literacy as a learning resource. On the ICT basic skill indicator, the average score is at the high category; on the informational skill indicator, the average score is at the very high category; on the media awareness, the average score is at the high category; and on the computational thinking indicator, the average score is at the medium category.

/pdf/how-to-use-digital-literacy-as-a-learning-resource-for-3ftuj8rucy.pdf

How to use digital literacy as a learning resource for teacher candidates in indonesia

A basic framework is proposed to distinguish between the many ways in which Virtual Learning Environments (VLEs) can be evaluated. This includes the purpose of the evaluation, the type of methods that might be used and the measures employed. The framework is not intended to cover all applications but offers one means of structuring a review of past studies or may provide guidance on the type of study to conduct. A pilot study is introduced which compares an online course using different platforms which aims to measure engagement, participation and achievement of goals.

/pdf/evaluating-virtual-learning-environments-what-are-we-1w9cmhzxhn.pdf

Evaluating Virtual Learning Environments: What Are We Measuring?.

The focus of this paper is how to evaluate the pedagogical soundness of a mobile learning environment in which many users (both teachers and learners) may not have previously encountered mobile technology, so may be uncertain how best to deploy it to achieve their goals. Drawing on concepts from Activity Theory and the socio-cognitive engineering method described by Sharples (2000), it describes an approach which enables an enriched view of users’ current and future activities, which in turn will allow us to understand the range of actions and opportunities open to mobile learners, and seek ways of extending this range to support what learners want to do – even if they themselves do not yet know what that is.

/pdf/a-task-centred-approach-to-evaluating-a-mobile-learning-4iszf642xx.pdf

A task-centred approach to evaluating a mobile learning environment for pedagogical soundness

http://www.fredriley.org.uk/callhull/otis/t5-01.pdf

Online Tutoring e-Book

In this paper we will describe an approach to evaluating learning technology which we have developed over the last twenty-five years, outline its theoretical background and compare it with other evaluation frameworks. This has given us a set of working principles from evaluations we have conducted at the Open University and from the literature, which we apply to the conduct of evaluations. These working practices are summarised in the context interactions and outcomes (CIAO!) model. We describe here how we applied these principles, working practices and models to an evaluation project conducted in Further Education. We conclude by discussing the implications of these experiences for the future conduct of evaluations.

https://www.jstor.org/stable/jeductechsoci.3.4.101

Evaluating information and communication technologies for learning

There is currently an unprecedented interest in the use of technologies for supporting teaching and learning. In post-compulsory education, the current Government's commitment to increasing access to Lifelong Learning is expressed through a number of initiatives that also affect the further education (FE) sector. For example, in The Learning Age: A Renaissance for a New Britain (Stationery Office, 1998) the government outlines its proposal to expand the scale, scope and nature of both further and higher education. The Learning Age follows a number of such government papers that emphasize the importance of Information and Communication Technologies (ICTs) or Information and Learning Technologies (ILTs) in FE and HE. DOI: 10.1080/0968776000080307

/pdf/evaluating-learning-and-teaching-technologies-in-further-4zrj0epdxe.pdf

Evaluating learning and teaching technologies in further education

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Evaluating information and communication technologies for learning

Evaluating learning and teaching technologies in further education