The evaluation of human computer interface design of learning management systems: problems and perspectives

  • Received May 20, 2017;
    Accepted September 27, 2017;
    Published December 6, 2017
  • Author(s)
    Wanjiru Gachie
    ORCID Researcher ID , Desmond Wesley Govender
  • DOI
    http://dx.doi.org/10.21511/ppm.15(3-2).2017.08
  • Article Info
    Volume 15 2017, Issue #3, pp. 394-410
  • TO CITE АНОТАЦІЯ
  • Cited by
    1 articles
  • 2106 Views
  • 409 Downloads

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

With increasing demand for integrating learning management systems (LMS) into teaching and learning, a well-designed LMS is crucial. User interface evaluation has become a critical quality of interactive LMS intended to meet the requirements of users. This article investigates the effect of the interaction on the user and assesses the extent of system functionality. It further seeks to evaluate the interface’s success within the framework of fundamental human computer interface principles under a constructivist learning approach. Using an LMS assumes that when learners are engaged in a social learning context they actively construct knowledge; therefore, the resource is considered a tool to support learning and not an end in itself. The research investigates use of the LMS by two sets of users: staff members (module creators) and learners (module consumers), using semi-structured questionnaires and interviews. The research indicates that use of an LMS supports collaborative and authentic activities in learning, serving as an intrinsic motivation to most users. Some problems/concerns that were highlighted included; attention should be given to the tools and elements that should be added to the system, for example the image management tools; some users expressed the desire for more autonomy in terms of the peer review window. It is also recommended that the use of graphics should have a purpose that is either purely functional or contributes more subtly to the page content. Finally, there were requests for more customization of the themes, colors and icons in the design of LMS.

view full abstract hide full abstract
    • Figure 1. Designing by constructivism model created by the author intended for this research
    • Figure 2. Proposed model for designing by constructivism, generated from research findings
    • Table 1. Percentage (rounded) frequencies of users’ responses to design descriptions
    • Table 2. A percentage (rounded) frequency scores of users’ responses to statements regarding the learning resource attributes and elements
    • Table 3. Percentage (rounded) frequency scores of users’ responses to statements regarding the learning resource attributes and elements
    • Table 4. Users’ responses to statements regarding the overall LMS design
    • Table 5. Tools and elements that users appreciated, and their contribution towards learning
    • Table 6. Various tools and elements that users suggested should be added
    • Alexander, J. (1999). Collaborative design, constructivist learning, information technology immersion, and electronic communities: A case study. Interpersonal Computing and Technology, 7(1/2).
    • Amiel, T., & Herrington, J. (2012). Authentic tasks online: Two experiences. In Informed Design of Educational Technologies in Higher Education: Enhanced learning and teaching, Information Science Reference (pp. 152-165). Taylor Francis.
    • Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education, 39(2), 205-222.
    • Athanases S. Z., & Oliveira LCD (2014). Scaffolding versus Routine Support for Latina/o Youth in an Urban School: Tensions in Building toward Disciplinary Literacy. Journal of Literacy Research, 46, 263-299.
    • Austin, B. (2001). Web page design: A site better than the rest in easy steps. Computer step, Austin.
    • Brickell, G., & Herrington, J. (2008). Authentic field experiences: The design of complex web-based tasks. UCFV Research Review, 1(3), 36-42.
    • Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
    • Clark, R. (1994). Media will never influence learning. Educational Technology, 42(2), 21-29.
    • Cetin-Dindar, A. (2016). Student Motivation in Constructivist Learning Environment. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 233-247.
    • Creswell, J. W. (2015). Research design: Qualitative, Quantitative and Mixed Methods Approaches (3rd ed.). London: Sage.
    • Creswell, J. W., & Plano-Clark, L. V. (2011). Designing and conducting mixed methods research (2nd ed.). California: SAGE.
    • Dagar, V, Yadav, A. (2016). Constructivism: A Paradigm for Teaching and Learning. Arts Social Science Journal, 7, 200.
    • Dalsgaard, C. (2014). Social software: E-learning beyond learning management systems. EURODL European Journal of Open, Distance and E-learning, 1-7.
    • Dix. A. (2016). Human Computer Interaction, foundations and new paradigms. Journal of Visual Languages and Computing, special issue in Honour of Stefano Levialdi (in press).
    • JVLC-2016-HCI-FNP/Edutechnica (2014). LMS Data – The First Year Update.
    • Ellis, R. A., & Calvo, R. A. (2007). Minimum Indicators to Assure Quality of LMS-supported Blended Learning. Educational Technology & Society, 10(2), 60-70.
    • Fosnot, C. (1996). Constructivism: theory, perspectives, and practice. New York, Teachers College, Columbia University.
    • Gachie, E. W. (2003). Evaluation of a new online learning resource: The Human Computer Interface Design Open Learning System. Durban: University of Kwazulu-Natal.
    • Gachie, W. E., & Govender, D. W. (2015). Integrating digital media technologies in the form of learning management systems for an enhanced learning and teaching environment. Journal of Education, 1-30.
    • Green, C. K. (2013). Campus IT Officers Affirm the Instructional Integration of IT as Their Top Priority, Offer Mixed Reviews on IT Effectiveness and Outsourcing for Online Education. The National Survey of Computing and Information Technology, 35-70.
    • Herrington, J., Reeves, T., & Oliver, R. (2014). A guide to authentic e-learning. Routledge, London.
    • Ivankova, N. V., Creswell, J. W., & Plano Clark, V. L. (2007). Foundations and approaches to mixed methods research. Maree, K. (Ed.), First steps in research. Van Schaik, Pretoria.
    • Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Merill, New Jersey.
    • Liebowitz, J., & Frank, M. (2016). Knowledge Management and E-Learning. New York: CRC Press.
    • Makewa, L. N., Kuboja, J. M., Yango, M., & Ngussa, B. M. (2014). ICT-integration in higher education and student behavioral change: Observations at University of Arusha, Tanzania. American Journal of Educational Research, 2(11A), 30-38.
    • Mathewson, T. G. (2015). Kadenze follows up arts-focused MOOC platform with LMS. New York: Education Dive.
    • Marsh, D., & Storker G. (1995). Theory and methods in political science. Proceedings of ED-MEDIA 2003 World Conference on Educational Multimedia, Hypermedia and Telecommunication, Honolulu, Hawaii, USA, June 23-28, 2003.
    • McMillan, J. H., & Schumacher, S. (2011). Research in Education: Evidence-Based Inquiry (7th ed.). Boston: Pearson.
    • Moore, M., & Thompson, M. (2015). The effects of distance learning: A summary of literature. The American Center for the Study of Distance Education, University Park, Pa.
    • Nielsen, J. (2000). Designing web usability. New Riders Publishing, Indiana.
    • Nielsen, J. (2013). Users’ pagination preferences and ‘view-all’.
    • Onwuegbuzie, A. J. (2014). Mixed analysis techniques: Qualitative dominant mixed analysis techniques. Workshop presented to faculty on behalf of the Organization for Social Science Research in Eastern and Southern Africa (OSSREA). Dar Es Selaam, Tanzania: OSSREA.
    • Onwuegbuzie, A. J., & Benge, C. L. (2014). Standards and guidelines for conducting, reporting, and publishing quantitative, qualitative, and mixed methods research studies. Workshop presented to faculty and students at the University of West Indies (pp. 1-10). Trinidad and Tobago: University of West Indies.
    • Oulasvirta, A., & Hornb.k, K. (2016). HCI Research as Problem-Solving. ACM Journal, 1-13.
    • Oxagile (2016, April 08). History and Trends of Learning Management System [Infographic].
    • Reeves, T., Herrington, J., & Oliver, R. (2008). Design research: A better approach to improving online learning. In The E-Learning Handbook: Past Promises, Present Challenges, Pfeiffer (pp. 463-480).
    • Software Advice (2015). Learning Management Systems UserView. New York: Software Advice Inc.
    • Stone, D., & Zheng, G. (2015). Learning Management Systems in a Changing Environment. In D. Stone, & G. Zheng, Handbook of Research on Education and Technology in a Changing Society (pp. 60-79). New York: IGI Global.
    • Tognazzini, B. (2014). First principles of interaction design (revised and expanded).
    • Tuckman, B. (1979). Analysing and designing educational research. Harcourt Brace Jovanovich, New York.
    • Tuckman, B. W., & Monetti, D. M. (2011). Educational Psychology (International Edition). Wadsworth Cengage Learning, Florida, USA.
    • Vassiliou, Y. (1982). Human factors and interactive computer systems. N. J. Ablex Publishing Corporation, Norwood.
    • Vygotsky, L. (1962). Thought and language. Cambridge, Mass: MIT Press.
    • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge MA: Harvard University Press.
    • Young, M. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41, 43-58.
Related Articles

  • Transformation of higher education sector through massive open online courses in Saudi Arabia

    Mohammad Rishad FaridiORCID , Ryhan EbadORCID doi: http://dx.doi.org/10.21511/ppm.16(2).2018.20
    Problems and Perspectives in Management Volume 16, 2018         Issue #2         pp. 220-231 Views: 1564 Downloads: 323 TO CITE АНОТАЦІЯ

    Higher education needs to respond to ever changing demands and expectations of present and future potential students. In order to amplify access to educational materials for students who endeavor to learn, various methodologies are used with the help of technology. Education is redefined and democratized by enabling anyone to learn from the world’s experts by a click of a mouse. Higher education institutions are venturing to gain better understanding of the phenomenon of Massive Open Online Courses (MOOCs) and its paradigm shift towards open global education. This study endeavors to study how MOOCs can be seamlessly integrated into the present scenario of traditional and learning environment. The commercialization with marketing of MOOCs in KSA’s higher education sector is also discussed. Finally, this study recommends adaptive home grown organic introduction of blended learning with the MOOC platform. With the advent of internet technology, students are now able to access diversified and latest courses which are participatory, collaborative with digital skills, well distributed, engaging and self-paced. This concept enables them to attain lifelong learning and brings scalability at a virtual zero cost to the students. The overall impact of technology on the learning management system will be explored. An attempt is made to introduce and accelerate learning and teaching strategies and tools to enhance student employability with their present usage of technology. The objective of the study is to comprehend the readiness level of learners by incorporating open learning platform, build an innovation model, which involves stakeholders with a holistic perspective that will enable a congenial learning management system, how the deanship of information technology and distance learning change course from a support-based deanship to a strategic-based deanship.

  • The perceived benefits and barriers to the application of mobile and social networking technologies in Higher Learning Institutions

    Wellington Chakuzira , Armstrong Kadyamatimba doi: http://dx.doi.org/10.21511/ppm.15(3-2).2017.04
    Problems and Perspectives in Management Volume 15, 2017         Issue #3         pp. 343-351 Views: 841 Downloads: 219 TO CITE АНОТАЦІЯ

    This research investigated on the perceived benefits and barriers to the application of mobile and social networking technologies in South African Higher Learning Institutions (HLIs). A quantitative orientation was used in carrying out the study through self-administered questionnaires and a descriptive quantitative method of analysis was applied. The research population consisted of some students and lecturers from University of Venda (Univen) and University of Limpopo (UL). The research results showed that indeed HLIs in South Africa enjoy some benefits using mobile and social networking technologies which makes students and lecturers participate in virtual learning. The results also confirmed that HLIs in South Africa are faced with various barriers affecting mobile and social networking technology adaptations. Five noteworthy barriers identified were connectivity, security problems, small screens, lack of equipment and technology and lack of training among users. Benefits which were identified included, improved participation, improved communication between students and lecturers and enhancement of teaching and learning processes in HLIs. The research recommended HLIs to be aware of the major Learning Management Systems (LMS) which they should use together with social networking platforms to successfully gain full benefits of using mobile and social networking technologies in the education sector.

  • Methodology for developing an intelligent user interface for educational publications in the e-learning system

    Oleksandr Pushkar , Yevhen Hrabovskyi doi: http://dx.doi.org/10.21511/dm.17(3).2019.03
    Development Management Volume 17, 2019         Issue #3         pp. 23-34 Views: 585 Downloads: 105 TO CITE

    The article analyzes special features and principles of constructing the user interface and substantiates the authors methodical approach to the development of the intellectual user interface of educational publications in the e-learning system. Besides, the “user interface” concept is analyzed and types of user interfaces are considered. For representatives of each representative system, the article gives a list of typical ways of perceiving environmental information that should be considered in developing the user interface of educational publications. The main features of procedurally-oriented and object-oriented types of user interface are considered and their main parameters are presented. The implementation of an innovative component in the development interface of educational publications in the e-learning system is proposed to be implemented by adding the properties of adaptability to the user interface. Provisions are determined that define the user interface concept, on the basis of which the principles of constructing adaptive interfaces are formed. The basic principles of visual design of mental maps of electronic educational publications for the e-learning system are offered. The main features provided by the mental map are presented in the form of a visual diagram. The didactic interface of the developed e-learning edition is considered and the scheme of the user and publication interaction is given. The focus group method evaluates the user interface quality of the created e-learning publication.

Download Preview
Close
Problems and Perspectives in Management
Problems and Perspectives in Management