Developing a Usability Evaluation Method for e-Learning Applications: Beyond Functional Usability

concepts (principles, formulas, rules, etc.)are illustrated with concrete, specific examples(Horton, 2001) All units/modules in the Web course include anoverview and a summary(Chua, 2002; Miller, 2002; Weston et al.,1999)Learners are made aware of learning objective foreach unit/module of the Web course.(Chua, 2002; Miller, 2002) Media useGraphics and multimedia assist in noticing andlearning critical content rather than merely enter-taining or possibly distracting learners(Horton, 2001; Nielsen, 2000) Graphics (illustrations, photographs, graphs,diagrams, etc.) are used appropriately; for example, tocommunicate visual and spatial concept(Keeker, 1997; Nielsen, 2000) Media (text, images, animations, etc.) included havea strong connection to the objectives and design of the courses.(Horton, 2001; Keeker, 1997; Nielsen,2000) Learning strategies designThe Web course provides opportunities and support for learning through interaction with others through discussion or other collaborative activities(Quinn, 1996) It is clear to the learner what is to be accomplishedand what will be gained from its use(Quinn, 1996) The Web course is designed with activities that are both individual and group based(Johnson & Aragon, 2002) The Web course provides the learners opportunities to reflect(Johnson & Aragon, 2002) (Continued)DownloadedBy:[Zaharias,Panagiotis]At:15:1014January2009 98Zaharias and Poylymenakou Appendix (Continued) Usability items used in questionnaireLiterature Instructional feedbackThe Web course provides learners with opportunities to access extended feedback from instructors, experts, peers, or others through E-mail or otherInternet communications(Reeves et al., 2002) Feedback given at any specific time is tailored to the content being studied, problem being solved, ortask being completed by the learner(Reeves et al., 2002) Instructional assessment The Web course provides opportunities for self-assessments that advance learner achievement(Reeves et al., 2002) Wherever appropriate, higher order assessments are (analysis, synthesis, and evaluation) providedrather than lower order assessments (recall and recognition)(Reeves et al., 2002) Posttests and other assessments adequately measureaccomplishment of the learning objectives(Horton, 2000; Quinn, 1996) Learner guidance and supportThe online help or documentation is written clearly(Reeves et al., 2002)The online help is screen or context specific(Albion, 1999; Reeves et al., 2002)The Web course offers tools (taking notes, job aids,recourses, glossary, etc.) that support learning(Chua, 2002) The Web course provides support for learner activi-ties to allow working within existing competencewhile encountering meaningful chunks of knowl-edge(Quinn, 1996) DownloadedBy:[Zaharias,Panagiotis]At:15:1014January2009