An Assessment Algorithm for Evaluating [609159]

An Assessment Algorithm for Evaluating
Students Satisfaction in e-Learning
Environments. A Case Study
Andreea Carmina Cotig a
313 AC
May 12, 2019

Contents
1 Introduction 2
2 Literature review 4
2.1 The social framework . . . . . . . . . . . . . . . . . . . 4
2.2 The technical entity . . . . . . . . . . . . . . . . . . . . 5
2.3 An overview regarding models for students' satisfaction
evaluation in e-Learning environments . . . . . . . . . 6
3 Material and method 8
3.1 Presentation of the algorithm . . . . . . . . . . . . . . 8
3.2 Data collection . . . . . . . . . . . . . . . . . . . . . . 8
3.2.1 Participants . . . . . . . . . . . . . . . . . . . . 9
3.2.2 Presentation of the questionnaire: Questions se-
lected for this study . . . . . . . . . . . . . . . 10
3.2.3 Input / output variables . . . . . . . . . . . . . 11
4 Discussion and results 13
5 Conclusions 18
6 References 19
1

Chapter 1
Introduction
E-learning is a growing eld that implies the usage of technology in
order to facilitate the process of gaining knowledge. The conventional
teaching systems are getting replaced by applications and software.
Nowadays, the concept is extended to learning strategies and content
delivery.
An important factor that determines the success of an e-learning
platform is represented by the students' satisfaction.
Young people are more attracted by interactive content, graphic
details, which is why they are more likely to maintain a high interest
in studying if their wishes are fullled.
Online platforms facilitate learning by allowing the attendees to
create their own schedule. The courses can be watched again by the
students who are willing to deepen their understanding.
People are dierent. A teacher standing in front of 100 students
can't meet every individual need. Some learn visually, others must
write and repeat. E-learning enables the customization of the
learning process.
E-learning is an eective way to track students' performance and
results without them being afraid of failure, as ratings are private
and immediate. There are some targets to be met and the tests are
2

automatically marked.
On the other hand, it can turn into a disadvantage if the time is
not managed right or if there is a lack of motivation.
3

Chapter 2
Literature review
2.1 The social framework
E-learning is considered to be a solution to the problems faced by
the developing countries regarding education. The diculty of paying
high tuitions or traveling long distances in order to be part of the
educational process makes E-learning an important tool to combat
these reasons to drop-out.
An empirical study conducted by Christensen et al.,2013 reveals
that MOOC (Massive Open Online Course) is more frequent among
wealthy people from developed countries, despite the intention to help
those from developing countries without access to higher education.
Jordan concludes in a 2013 study that completion rates of a course
are very low compared to enrollment rates. Thousands of users enroll
in a course and many are quitting later. A responsible cause could be
the decreasing motivation.
To reduce the likelihood of giving up, study communities should be
encouraged and supported. Wenger remarks the importance of
forming such groups that make the spread of information possible.
Willingness to voluntarily provide information contributes to
4

improving the success of the system.
E-learning encourages participation and involvement of students by
engaging them in questionnaires, puzzles, quizzes, a process called
gamication. This has benets especially on introverts, who hesitate
to respond in class because they fear being wrong. Suddenly,
mandatory participation does no longer seem scary and the eects
are noticeable, students being challanged in a positive atmosphere.
2.2 The technical entity
Hardware equipment and internet are indispensable, but there are
other technological factors involved too, like the bandwidth, the
reliability of the connection.
The use of these systems requires basic computer skills.
Many suppliers wrongly assume that all students have the
technological ability to use an online platform eciently, but some
are facing diculties, which is why they are more likely to give up.
LMS1are applications through which universities can provide
courses to students, facilitating access despite distances. LMS are
designed with intuitive GUI2. Thus, it combines an aesthetically
pleasing appearance with functionality.
A storyboard is by denition "a graphic organizer in the form of
images displayed in sequence for the purpose of pre-visualizing a
motion picture, animation, motion graphic or interactive media
sequence". Storyboarding allows software engineers to illustrate
signicant sequences with the purpose of letting the user experience
the software. Another advantage is the lower cost of making changes
on the storyboard rather than on the implemented software directly.
1Learning Management Systems
2Graphical User Interface
5

2.3 An overview regarding models for stu-
dents' satisfaction evaluation in e-Learning
environments
According to a study3, one of the most in
uential theories
regarding user satisfaction and system use is the Information Systems
Success (ISS) model4.
This model is composed of six interconnected dimensions:
system quality
information quality
systems use
user satisfaction
individual impact
organizational impact
The updated model5includes:
system quality
information quality
service quality
user satisfaction
3Ronald D. Freeze, Khaled A. Alshare, Peggy L. Lane, H. Joseph Wen. IS Success Model in
E-Learning Context Based on Students' Perceptions.
4DeLone and McLean, 1992
5DeLone and McLean, 2003
6

use/intention to use
net benets
To accomplish the goal "student satisfaction", a few factors must
be taken into consideration, like providing on-topic, correct and
updated information through an interactive and easy-to-use interface.
Another study6highlights that there is a dependency between
students' satisfaction and the following factors:
Students' self-motivation
Students' learning style
Instructor knowledge and facilitation
Instructor feedback
Interaction
Course structure
Successful students are those who create and follow a regular study
program. E-learning environments require a better organization of
activities and a more ecient division of time.
6The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University
Online Education: An Empirical Investigation. Sean B. Eom yand H. Joseph Wen & Nicholas
Ashill
7

Chapter 3
Material and method
3.1 Presentation of the algorithm
The mean is the ordinary average of the values:
y=1
nPn
i=1yi
The sample Standard Deviation is a measure of how spread out the
values are:
=q
1
n1Pn
i=1(yiy)2
A low standard deviation indicates that the data points are closer
to the expected value. A high standard deviation shows that the data
points cover a wider range of values.
3.2 Data collection
The results were achieved through the quantitative method,
utilizing a survey addressed to university students.
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The questionnaire consists of 27 questions, answering on numerical
rating scales of ve-points (0-Not important, to 5- Very high).
Scale of answers:
5 = Very high;
4 = High;
3 = Medium;
2 = Low;
1 = Very low;
0 = Not important.
Data were handled with condentiality and anonymity.
3.2.1 Participants
Data collection was achieved due to the voluntary contribution of
93 students who use e-learning platforms. They expressed their views
on the topics that have been addressed.
9

3.2.2 Presentation of the questionnaire: Questions
selected for this study
10

3.2.3 Input / output variables
The input variables are represented by the students' responses to
the following topics: on the one hand, technical aspects, like
curricular area, way of analysis presentation, evaluations and
corrections, time analysis of courses and on the other hand, social
opportunities.
After processing them, there are obtained output variables that
indicate the students' level of satisfaction.
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Variable Mean Sample Standard Deviation
1 3.13 1.07
2 3.35 0.98
3 3.46 1.06
4 3.21 1.07
5 3.89 1.07
6 3.87 0.99
7 4.13 0.90
8 3.95 1.04
9 3.56 1.13
10 3.26 0.94
11 3.56 1.21
12 3.13 1.17
13 3.24 1.11
14 3.67 1.02
15 3.63 1.01
16 4.78 0.62
17 4.15 1.02
18 3.66 0.92
19 3.07 1.21
20 3.75 1.37
21 4.13 0.99
22 3.43 1.05
23 2.62 1.18
24 2.34 1.39
25 2.72 1.49
26 2.67 1.22
27 3.40 1.16
Table 3.1: Average answers and standard deviations
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Chapter 4
Discussion and results
This chapter presents the data resulting from the processing of the
answers to the questionnaire and it discusses the most revealing
outcomes.
13

Variable>= 4<= 2 High importance Low importance Medium
1 32 21 34.40% 22.58% 43.01%
2 40 16 43.01% 17.20% 39.78%
3 49 14 52.68% 15.05% 32.25%
4 39 21 41.93% 22.58% 35.48%
5 63 7 67.74% 7.52% 24.73%
6 66 5 70.96% 5.37% 23.65%
7 72 4 77.41% 4.30% 18.27%
8 68 9 73.11% 9.67% 17.20%
9 53 16 56.98% 17.20% 25.80%
10 36 15 38.70% 16.12% 45.16%
11 56 17 60.21% 18.27% 21.50%
12 39 19 41.93% 20.43% 37.63%
13 41 22 44.08% 23.65% 32.25%
14 58 10 62.36% 10.75% 26.88%
15 55 13 59.13% 13.97% 26.88%
16 90 2 96.77% 2.15% 1.07%
17 70 6 75.26% 6.45% 18.27%
18 57 7 61.29% 7.52% 31.18%
19 35 27 37.63% 29.03% 33.33%
20 59 17 63.44% 18.27% 18.27%
21 68 6 73.11% 6.45% 20.43%
22 48 16 51.61% 17.20% 31.18%
23 18 35 19.35% 37.63% 43.01%
24 20 51 21.50% 54.83% 23.65%
25 34 37 36.55% 39.78% 23.65%
26 21 41 22.58% 44.08% 33.33%
27 45 14 48.38% 15.05% 36.55%
Table 4.1: Results
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The following discussed variables were perceived as very important:
7.Laboratory work must be
based on the direct interaction
of the student with the virtual
work environment.
8.The virtual learning
environment must be vi-
sual rather than narra-
tive.
16.The online course
must be permanently at
the student's disposal.
17.When I go through an online
course, I am only limited by my
learning schedule.
15

The following discussed variables were perceived as insignicant:
24.Online courses have given me
more opportunities to interact
with other students.
25.I am part of a
group of students who
change ideas/techniques
for solving exer-
cises/homework/quizzes.
26.The time spent in the online
community is higher than the
one dedicated to the individual
study.
Legend
16

The above diagrams reveal that among the advantages of the
e-learning environments are: unlimited access anytime and anywhere,
interactive design,
exible study schedule.
97.77% of the surveyed students consider they should always have
access to the online courses.
On the other hand, the results show that online platforms limit
social contact. Students have fewer opportunities to interact with
their peers, because tasks require an individual solution rather than
teamwork. The students' isolation leads to a lower level of
satisfaction.
17

Chapter 5
Conclusions
This case study shows that the success of an e-learning platform is
closely related to students' satisfaction.
In order to get to the top, a mountain climber needs both the right
equipment and perseverance.
The same principle applies to assessing the satisfaction of the
students. In order to achieve that satisfaction, they need both the
proper technology and the self-motivation.
18

Chapter 6
References
Andersson, Annika & Gr onlund, Ake. (2009). A Conceptual
Framework for E-Learning in Developing Countries: A Critical
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10.1002/j.1681-4835.2009.tb00271.x.
Aparicio, Manuela & Ba c~ ao, Fernando & Oliveira, Tiago. (2016).
An e-Learning Theoretical Framework. Journal of Educational
Technology Systems. 19. 292-307.
Dubey, Shubham. (2019). Exploration of Factors Aecting
Learners' Motivation in E-learning. 2456-3307.
10.32628/CSEIT1952307.
Osman, Mohd Akmal & Abdul Wahid, Khalid & Hamidon, Huda
& Zakaria, Abdul. (2019). The role of librarian as a mediating factor
in enhancing e-learning process: an instrument. 221-224.
10.1145/3306500.3306516.
Maria Manuela Sim~ oes Apar cio da Costa, MSc. E-learning
systems success: A theoretical model.
Ronald D. Freeze, Khaled A. Alshare, Peggy L. Lane, H. Joseph
Wen. IS Success Model in E-Learning Context Based on Students'
Perceptions.
Ismail Sahin & Mack C. Shelley. Considering Students'
19

Perceptions: The Distance Education Student Satisfaction Model
Maryam Behnoodi, Naseh Peyman. Investigation of eectiveness
of E-learning in higher education; A case study
20