Usability evaluation of online learning programs

441 Pages·2003·4.914 MB·English

by  Claude Ghaoui

Usability Evaluation
of Online Learning
Programs
Claude Ghaoui
Liverpool John Moores University, UK
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Library of Congress Cataloging-in-Publication Data
Usability evaluation of online learning programs / [edited by] Claude
Ghaoui.
p. cm.
ISBN 1-59140-105-4 -- ISBN 1-59140-113-5 (pbk.)
1. Internet in education. 2. Computer-assisted instruction. 3.
Educational evaluation. 4. Human-computer interaction. I. Ghaoui,
Claude.
LB1044.87 .U82 2003
371.33'467'8--dc21
2002014749
eISBN 1-59140-114-3
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
NEW Titles
from Information Science Publishing
• Web-Based Education: Learning from Experience
Anil Aggarwal
ISBN: 1-59140-102-X: eISBN 1-59140-110-0, © 2003
• The Knowledge Medium: Designing Effective Computer-Based
Learning Environments
Gary A. Berg
ISBN: 1-59140-103-8; eISBN 1-59140-111-9, © 2003
• Socio-Technical and Human Cognition Elements of Information
Systems
Steve Clarke, Elayne Coakes, M. Gordon Hunter and Andrew Wenn
ISBN: 1-59140-104-6; eISBN 1-59140-112-7, © 2003
• Usability Evaluation of Online Learning Programs
Claude Ghaoui
ISBN: 1-59140-105-4; eISBN 1-59140-113-5, © 2003
• Building a Virtual Library
Ardis Hanson & Bruce Lubotsky Levin
ISBN: 1-59140-106-2; eISBN 1-59140-114-3, © 2003
• Design and Implementation of Web-Enabled Teaching Tools
Mary F. Hricko
ISBN: 1-59140-107-0; eISBN 1-59140-115-1, © 2003
• Designing Campus Portals: Opportunities and Challenges
Ali Jafari and Mark Sheehan
ISBN: 1-59140-108-9; eISBN 1-59140-116-X, © 2003
• Challenges of Teaching with Technology Across the Curriculum:
Issues and Solutions
Lawrence A. Tomei
ISBN: 1-59140-109-7; eISBN 1-59140-117-8, © 2003
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This book is dedicated to the memory of my
beloved Mum and Dad, to whom I owe all that is
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the Editor to orphaned children supported by an
international charity.
Usability Evaluation of
Online Learning
Programs
Table of Contents
Preface ........................................................................................................................viii
Claude Ghaoui
Liverpool John Moores University, UK
Section I: Using Virtual Learning Environments
Chapter I
ETH World—Implementation of a Virtual Campus Infrastructure and
E-Learning at ETH Zurich.............................................................................................1
Anders Hagström, Swiss Federal Institute of Technology Zurich, Switzerland
Walter Schaufelberger, Swiss Federal Institute of Technology Zurich, Switzerland
Chapter II
Implementing Online Delivery and Learning Support Systems: Issues, Evaluation
and Lessons................................................................................................................. 19
J. Bernardes, University of Wolverhampton, UK
J. O’Donoghue, National ICT Research Centre for Education, Training and
Employment, UK
Chapter III
Collaborative Learning On-Demand on the Internet Mbone ...................................... 40
Giancarlo Fortino, University of Calabria, Italy
Libero Nigro, University of Calabria, Italy
Chapter IV
Improving Usability of an Online Learning System by Means of Multimedia,
Collaboration and Adaptation Resources.................................................................... 69
Elizabeth Furtado, Universidade de Fortaleza, Brazil
João José Vasco Furtado, Universidade de Fortaleza, Brazil
Fernando Lincoln Mattos, Universidade de Fortaleza, Brazil
Jean Vanderdonckt, Université Catholique de Louvain, Belgium
Section II: Methods, Pedagogy and Theories
Chapter V
Heuristic Evaluation of Web-Based ODL Programs.................................................. 88
Athanasis Karoulis, Aritstotle University of Thessaloniki, Greece
Andreas Pombortsis, Aritstotle University of Thessaloniki, Greece
Chapter VI
Coming off the Rails: Evaluation and the Design Process .......................................110
Lizz Marr, Manchester Metropolitan University, UK
Dave Randall, Manchester Metropolitan University, UK and Blekinge Institute of
Technology, Ronneby, Sweden
William L. Mitchell, The British Council, UK
Chapter VII
Developing and Supporting Research-Based Learning and Teaching through
Technology................................................................................................................128
Jacqueline Dempster, University of Warwick, UK
Chapter VIII
Online Learning for the Real World: Diploma in Computing Via the Internet....... 159
Bridget Khursheed, University of Oxford, UK
Chapter IX
Usability Inspection of the ECONOF System’s User Interface Visualization
Component.................................................................................................................177
Nadir Belkhiter, Université Laval, Quebec, Canada
Marie-Michèle Boulet, Université Laval, Quebec, Canada
Sami Baffoun, Université Laval, Quebec, Canada
Clermont Dupuis, Université Laval, Quebec, Canada
Chapter X
Issues of Quality in Online Degree Programmes.................................................... 198
Floriana Grasso, Liverpool University, UK
Paul Leng, Liverpool University, UK
Chapter XI
Learning Technologies and Learning Theories.......................................................218
Vivien Sieber, University of North London, UK
David Andrew, University of North London, UK
Chapter XII
Design Cycle Usability Evaluations of an Intercultural Virtual Simulation
Game for Collaborative Learning .............................................................................233
Elaine M. Raybourn, Sandia National Laboratories, USA
Chapter XIII
Computer-Supported Network-Based Learning Environment for the Workplace ..254
Joze Rugelj, Univeristy of Ljubljana, Slovenia; J. Stefan Institute, Slovenia
Section III: Managerial and Social Issues
Chapter XIV
Professional to Manufacturing Mode Due to Online University Education............. 273
Roy Rada, University of Maryland, Baltimore County, USA
Chapter XV
Changing Roles and Processes in Online Tuition for Higher Education:
A Case Study for the UK Open University................................................................283
Gordon Dyer, Open University in the East of England, Cambridge, UK
Chapter XVI
Learnability............................................................................................................... 299
Philip Duchastel, Information Design Atelier, USA
Chapter XVII
Usability Evaluation of Online Learning Programs: A Sociological Standpoint.....313
Bernard Blandin, CESI-Online, France
Chapter XVIII
Security and Online Learning: To Protect or Prohibit............................................ 331
Anne Adams, Middlesex University, UK
Ann Blandford, UCL Interaction Centre, UK
Chapter XIX
How Useful Are World Wide Web Discussion Boards and Email in Delivering a Case
Study Course in Reproductive Medicine...................................................................360
David Cahill, University of Bristol, UK
Julian Cook, University of Bristol, UK
Julian Jenkins, University of Bristol, UK
Chapter XX
Ensuring Optimal Accessibility of Online Learning Resources.............................371
David Sloan, University of Dundee, Scotland
Lorna Gibson, University of Dundee, Scotland
Scott Milne, University of Dundee, Scotland
Peter Gregor, University of Dundee, Scotland
Chapter XXI
Online Learning for the Visually Impaired.............................................................. 387
Mirela Arion, Babes-Bolyai University, Romania
Marius Iulian Tutuianu, SISTEC SA, Romania
About the Authors.....................................................................................................409
Index ........................................................................................................................419
viii
Preface
OVERVIEW AND MOTIVATION
In a fair society, all individuals would have equal opportunity to participate
in, or benefit from, the use of computer resources, regardless of race, sex,
religion, age, disability, origin or other such similar factors.
ACM Code of Ethics
Successful use of information and communication technologies depends on
usable designs that do not require expensive training, accommodate the needs of
diverse users and are low cost.
There is a growing demand and increasing pressure for adopting innovative
approaches to the design and delivery of education, hence, the use of online learn-
ing (also called e-learning) as a mode of study. This is partly due to the increasing
number of learners and the limited resources available to meet a wide range of
various needs, backgrounds, expectations, skills, levels, ages, abilities and dis-
abilities. The advances of new technology and communications (WWW, human
computer interaction [HCI] and multimedia) have made it possible to reach out to
a bigger audience around the globe.
While “education for all” offers new exciting opportunities, it also intro-
duces many new challenges to both providers and receivers of education. Besides
delivering customised educational content and linking far-flung professors and stu-
dents, this mode of study requires a reengineered vision of a university’s educa-
tional process. The benefits of interactive multimedia and the increasing popularity
of the WWW open a new paradigm for the authoring, design and delivery of
online learning. This introduces a new meaning that emphasises interactivity in
learning and an educational cultural change for both teachers and learners. What
was once printed on paper and sent through postal mail can now be delivered
through the WWW.
While this new electronic approach increases distribution efficiency, it does
not exploit the full potential of the technology as an enabler of a reengineering of
the educational process itself. The main issues to consider when “implementing
online learning for real” are: learning system standards, the necessity to change the
ix
culture where the roles of learners and teachers should adapt to the new environ-
ment, procurement of systems to deliver and manage online learning, management
change (when not changing is no longer a viable option), costing, and roles within
the emerging consortia including government, commercial and overseas partners.
However, there is no point in buying a system if the university or consortium
cannot change its ways and culture to use the system to best advantage. A few
examples of barriers to a successful deployment of online learning are: lack of an
in-depth understanding or underestimation of the efforts, time, and resources needed
for this change, lack of implementing pedagogy and quality of learning, lack of
training in new technologies, and lack of transparent tools and standards. All of
these issues have a critical impact on the usability of online learning.
MAIN OBJECTIVE
The primary objective of this book is to bring together two relatively new but
important research areas, i.e., “usability and its evaluation” as a practical theme of
human computer interaction, and “online learning.” By focusing on the issues that
have an impact on the usability of online learning programs and their implementa-
tion, the book specifically fills in a gap in this area, which is particularly invaluable
to practitioners. The book is aimed at researchers and practitioners from academia,
industry and government for an in-depth coverage of a broad range of issues on
online learning. It aims to raise more awareness of this topic, promote good prac-
tice, and share and evaluate experiences (advantages, disadvantages, problems
faced and lessons learnt). It promotes both evaluation and research as critical and
integral parts of the development of learning and learning tools (rather than supple-
mentary processes). Due to the large number of submissions received, I post-
poned publishing my chapter to a forthcoming book of mine, which is due to
appear in 2004 and is called E-Educational Applications: Human Factors and
Innovative Approaches (IRM Press, USA).
CHAPTER DESCRIPTIONS
This book includes 21 chapters, grouped into three sections, as follows.
Section I: Using Virtual Learning Environments
Chapter I: ETH World—Implementation of a Virtual Campus Infrastructure
and E-learning at ETH Zurich, by Anders Hagström and Walter Schaufelberger.
This chapter describes the background of a new academic environment called
ETH World and its “infostructure.” It provides details on its e-learning functional-
ity, using two case studies in architecture and control engineering education.