The Influence of the Interface on the Students’ Usage of Lms at the University
The Influence of the Interface on the students’ usage of LMS at The University
(Research Proposal)
Contents 1.0Introduction 3 1.1 Background 3 1.2 Problem Statement 5 1.3Objectives 6 1.4 Research Scope 6 1.5 Significance of study 7 2.0 Literature Review 7 3.0 Research Design: 13 3.1 Purpose of the study 13 3.2 Type of the investigation 13 3.3 Extent of interference 14 3.4 Study setting 14 3.5Unit of analysis 14 3.6 Time horizon 15 4.0 Methodology 15 5.0 Research Schedule 16 6.0Resources 17 7.0 Budget 18 References 19 APPENDIX A 21
1.0 Introduction
1.1 Background
“Electronic learning” or “e-learning” is a general term used to refer to computer-based learning. E-learning has introduced a whole new set of physical, emotional and psychological issues along with educational issues (Palloff and Pratt ,1999).
Before the 1970s, the concept of distance learning referred primarily to correspondence courses that provided materials to read and tests to submit by mail. The scope of distance learning in the 1970s and 1980s included viewing programs on public television or, more recently, on cable access channels, with or without a senior lecturer available for discussions (Delaro, 1997). Students sat at home watching hours of videotaped instruction rather than sitting in classrooms doing the same. That meant more accessibility to students unable to attend classes because of scheduling, transportation problems or other restrictions. Distance education implemented in this manner offered limited interaction between lecturers and students but few opportunities for interaction among students.
Current e-learning based distance education efforts are incorporating strategies for delivering content effectively, engaging students in active learning, and offering an approach that is flexible, multi-perspective, experiential, often project based and holistic – which is often referred to as student centered.
Education providers are
(Research Proposal)
Contents 1.0Introduction 3 1.1 Background 3 1.2 Problem Statement 5 1.3Objectives 6 1.4 Research Scope 6 1.5 Significance of study 7 2.0 Literature Review 7 3.0 Research Design: 13 3.1 Purpose of the study 13 3.2 Type of the investigation 13 3.3 Extent of interference 14 3.4 Study setting 14 3.5Unit of analysis 14 3.6 Time horizon 15 4.0 Methodology 15 5.0 Research Schedule 16 6.0Resources 17 7.0 Budget 18 References 19 APPENDIX A 21
1.0 Introduction
1.1 Background
“Electronic learning” or “e-learning” is a general term used to refer to computer-based learning. E-learning has introduced a whole new set of physical, emotional and psychological issues along with educational issues (Palloff and Pratt ,1999).
Before the 1970s, the concept of distance learning referred primarily to correspondence courses that provided materials to read and tests to submit by mail. The scope of distance learning in the 1970s and 1980s included viewing programs on public television or, more recently, on cable access channels, with or without a senior lecturer available for discussions (Delaro, 1997). Students sat at home watching hours of videotaped instruction rather than sitting in classrooms doing the same. That meant more accessibility to students unable to attend classes because of scheduling, transportation problems or other restrictions. Distance education implemented in this manner offered limited interaction between lecturers and students but few opportunities for interaction among students.
Current e-learning based distance education efforts are incorporating strategies for delivering content effectively, engaging students in active learning, and offering an approach that is flexible, multi-perspective, experiential, often project based and holistic – which is often referred to as student centered.
Education providers are
References: * Abdallah, I. (2007) “Evaluating Effectiveness of e-blackboard System using TAM Framework: A Structural Analysis Approach”, AACE Journal, 15(3), 279-287. * Corich, S. (2005). Is it time to Moodle? In S. Mann, T. Clear (Eds.). Proceedings of the Eighteenth Annual Conference of the National Advisory Committee on Computing Qualifications. Tauranga, New Zealand: NACCQ. * David A. Guralnick, Ph.D. User Interface Design for Effective, Engaging E-Learning, Kaleidoscope Learning, New York, New York 10016(679-2740). * Delaro, J. (1997). Web school: Interactive distance learning puts college and corporate classrooms online (On line) available: http://www.eyemedia.com/backissues/1997/0897/9708distmain.htm. * Gutl, C. & Pivec, M.( 2003) A multimedia knowledge module virtual tutor fosters interactive learning. Journal of Interactive Learning Research, 14, 2, 231-258. * Joanna McGrenere (1998), Learning to Use Complex Computer Technology: The Importance of User Interface Design, PhD Depth Paper, Department of Computer Science the University of Toronto. * Nielsen, Jakob. 1993. Usability Engineering. Boston, Mass.: Acad. Press. * Palloff, R.M., and Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for online classroom. San Fransisco, USA: Jossey Bass. * SWAN, K., SHEA, P., FREDERICKSEN, E., PICKETT, A, PELZ, W. & MAHER, G. (2000) Building knowledge building communities: consistency, contact and communication in the virtual classroom, Journal of Educational Computing Research/23/4, 389-413.