A Study of Users’ Perceptions Toward E-Learning Courseware Usability
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Koohang, A. (2004). A Study of Users’ Perceptions Toward E-Learning Courseware Usability. International Journal on E-Learning, 3(2), 10-17. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/12792.
International Journal on E-Learning
Volume 3, Issue 2, 2004
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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The purpose of this study was to investigate users' perceptions toward e-learning courseware usability, giving attention to the variables of age, gender, prior experience with the Internet, and the amount of time the e-learner spent on the e-learning courseware to do his/her assignments. Based on a set of usability properties proposed in this study, a Likert-type instrument consisting of 17 items that represented the e-learning courseware usability was constructed. The instrument was tested for validity and reliability. The intended purpose for this instrument was to measure users' perceptions toward the e-learning courseware usability. The subjects of this study were 201 students who were studying in an accelerated undergraduate hybrid program in management at a medium-sized university in the Midwest, USA. The subjects were males and females from various age groups. Four research questions were designed and answered by conducting four separate one-way analyses of variance (ANOVA). The results indicated no significant difference for age and gender. However, users' prior experience with the Internet, and the amount of time they spent on the e-learning courseware were found to be significant factors. Subjects with more prior experience with the Internet had significantly higher positive perceptions toward the e-learning courseware usability. Likewise, subjects who spent more time on the e-learning courseware to complete their assignments indicated significantly higher positive perceptions toward the e-learning courseware usability. Suggestions for practice are discussed. Recommendations for future research are made.
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