This investigation was intended to unveil the Technological usability of the e-learning system in Muni University. The study adopted a Case Study Design to allow in-depth study. Quantitative and Qualitative approaches were employed. A total of 218 questionnaires were administered to the respondents and 179 questionnaires were received back registering a response rate of 82%. Descriptive statistics were computed. Inferential statistical analysis included correlation and multiple regressions, which were used to test the hypotheses. The correlation coefficient (r) was used to determine the strength of the relationship. The significance of the coefficient (p) was used to test the relationship between the independent and the dependent variables. Regressions and ANOVA determined which of the independent variables accounted most for the variance in the dependent variable. Qualitative data were analyzed under themes. Results show that technological usability has very high influence on the e...

—The use of e-learning systems has increased significantly in the recent times. E-learning systems are supplementing teaching and learning in universities globally. Kenyan universities have adopted e-learning technologies as means for delivering course content. However despite adoption of these systems, there are considerable challenges facing the usability of the systems. Lecturers and students have different perceptions in regard to the usability of e-learning systems. The aim of this study was to evaluate usability attributes that affect e-learning systems in Kenyan universities. The study had two fold objectives; determining status of e-learning platforms and evaluating usability issues affecting e-learning adoption in Kenyan universities. The research took a case study of one of the public universities which has implemented Moodle e-learning system. The usability attributes evaluated were user-friendliness, learnability, technological infrastructure and policy. The research made recommendations which could help universities accelerate the adoption of e-learning systems.

This study investigated the extent to which undergraduates of a particular federal University in South-South geo-political zone of Nigeria utilized e-learning technologies for their learning activities, based on age and gender. The sample consisted of 243 undergraduates who were randomly selected from five faculties in the University. The descriptive method of the survey type was employed; Checklist and Measuring Usability Questionnaire on e-learning were adapted for the study. The statistical tools used for analysis were frequency count, mean and simple percentages to interpret the research questions, while Chi-square was used to interpret the only hypothesis of the study. The study revealed an average level extent of use of e-learning technologies by the undergraduates; Age was found to be an indicator for e-learning technologies usability; and that there was no significant difference in usability of e-learning technologies for learning based on gender (X-squared (200) = 0.102, p (0.0950) > 0.05). It is recommended therefore, that, the authorities should encourage the undergraduates to utilize e-learning technologies more, in order to accelerate and possess quality improvements on their academic performance, ICT skills and interactivities with peers and lecturers alike.

While there is much in the literature on the usability of the Course Management System (CMS) itself, there is little that looks at content of these CMS. This study aims to investigate the usability of the e-learning courses in Ajman University from the perspective of students and the faculty members. The e-learning usability evaluation questionnaire developed by Zaharias (2009) has been used as the main instrument for data collections in this study. Semi-structured interview is another instrument that has been used to investigate the e-Learning usability evaluation. This form has been used to collect the qualitative data from the faculty members. Research results revealed that the attitude of the majority respondents toward the usability of e-learning courses in Ajman University in general is strongly positive. Most of the participants in this study view the e-learning courses in Ajman university easy to use, easy to learn and have usable user interface. However, the first year stud...

The COVID-19 pandemic encourages almost every institution to optimize the use of information and communication technology to maintain consistency and competitive advantage. One of the efforts made by Higher education is developing and optimizing online-based learning (e-learning) models. E-learning plays an important role in the success of achieving learning objectives at Telkom Institute of Technology Purwokerto (ITTP), which is conducted between lecturers and students. The problem faced in optimizing e-learning system at ITTP is related to usability. The purpose of this study is to evaluate the usability level of the ITTP e-learning system using the System Usability Scale (SUS) method. Based on the testing of questionnaire instruments using SPSS software, it was obtained the result that the questionnaire used for the study was valid, and the reliability rate was 0.758. Based on the results of system tests to 100 respondents or users, it is known that the SUS score is 55.3. The val...

Determining the usability of fully online courses will help faculty and designers improve the design of online courses and it is expected, students’ overall experience. Few studies assess usability focused on e-learning. While research has been conducted on usability, it usually do not address pedagogical elements that are necessary for designing highly effective fully online courses. The E-learning Usability Evaluation Questionnaire created by Zaharias [29] is the closest instrument found to measure usability, including pedagogical elements and students’ motivation to learn. However, it was created for corporate settings. The purpose of this article is to present a brief review of literature, the research problem, methodology, and limitations of a proposed study designed to revise and test the adapted version of the E-learning Usability Evaluation Questionnaire [29] to educational settings using a Delphi study.

In this research, an E-learning environment is developed for the teacher candidates taking the course on Scientific Research Methods. The course contents were adapted to one of the constructivist approach models referred to as 5E, and an expert opinion was received for the compliance of this model. An usability analysis was also performed to determine the usability of the e-learning environment. The participants of the research comprised 42 teacher candidates. The mixed method was used in the research. 3 different data collection tools were used in order to measure the three basic concepts of usability analyses, which are the dimensions of effectiveness, efficiency and satisfaction. Two of the data collection tools were the scales developed by different researchers and were applied with the approval received from the researchers involved. On the other hand, the usability test as another data tool was prepared by the researchers who conducted this study for the purpose of determining the participants’ success in handling the twelve tasks assigned to them with respect to the use of elearning environment, the seconds they spent on that environment and the number of clicks they performed. Considering the results of the analyses performed within the data obtained, the usability of the developed e-learning environment proved to be at a higher rate.

Background: The aim of this study is to evaluate e-learning systems at Payam Noor University (PNU) based on learning usability criteria. Methods: This was an applied research in terms of purpose and a descriptive survey in terms of data analysis. The statistical population included 2600 undergraduate and graduate students at the Shahriar branch of PNU using e-learning methods in 2019-2020 academic year. The sample size was estimated using Morgan table. A total of 335 participants were selected through stratified sampling. The validity of questionnaire was verified by consulting 25 experts in distance education using Delphi method, and the reliability of the total questionnaire, as measured by Cronbach’s alpha, was found to be (α=0.73). Statistical analysis was conducted using SPSS 25. Results: In the e-learning courses offered by PNU, the components of “visibility”, “flexibility”, “course management”, “accessibility”, “consistency and functionality”, “memorability”, “completeness” and “aesthetics” are in a favorable situation (P<0.001). However, the components of “error prevention”, “interactivity, feedback and help”, “assessment strategy” and “reducing redundancy” are not in a favorable situation (P>0.05). Conclusion: Educational institutions should not merely focus on content in their design of e-learning courses. They should also incorporate interactive and group exercises so that students can understand educational materials, and actively and creatively engage in the learning process based on their personal experiences.