東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Usability in online course design: C...

Myers, Jeanne M.

FindBook

Google Book

Amazon

博客來

Usability in online course design: Comparative perspectives on ease-of-use, satisfaction, motivation, and teacher presence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Usability in online course design: Comparative perspectives on ease-of-use, satisfaction, motivation, and teacher presence./
作者:	Myers, Jeanne M.
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714650
ISBN:	9781321922356

Usability in online course design: Comparative perspectives on ease-of-use, satisfaction, motivation, and teacher presence.
Myers, Jeanne M.

Usability in online course design: Comparative perspectives on ease-of-use, satisfaction, motivation, and teacher presence. - 172 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2015.

This study used quantitative methods to investigate the significance of usability as a construct in online course design on to ease-of use, satisfaction and motivation, and Teacher Presence from Community of Inquiry theory. The rapid growth and expansion of online learning now accounts for over 33% of all higher education course offerings. College leaders recognize the need to improve retention rates and maintain or improve online course quality. Industries other then education routinely use usability testing and research to inform the design and revision process. Research isolating usability to identify its effects is necessary to support and define implementation to inform course design process and online programs. This study collected usability and perception data during the Spring 2015 semester at a community college in the Northeast. Students completed five common online tasks in one of two simulated courses, one that met usability standards and one that did not. Responses from the course designed to meet identified usability standards were significantly higher for usability ratings, ease-of-use, satisfaction, motivation and Teacher Presence items (from Community of Inquiry theory). A comparison of student versus faculty perspectives was also part of the study's findings. The study's findings conclude that usability testing should be used to provide a model for improved online course design, to support the inclusion or priority of usability in professional development as well as support for implementing usability standards in online course evaluation systems such as Quality MattersTM.

ISBN: 9781321922356Subjects--Topical Terms:

517670
Educational technology.

Usability in online course design: Comparative perspectives on ease-of-use, satisfaction, motivation, and teacher presence.
LDR:02578nmm a2200289 4500 001 2064786
005 20151117142842.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321922356
035 $a (MiAaPQ)AAI3714650
035 $a AAI3714650
040 $a MiAaPQ $c MiAaPQ
100 1 $a Myers, Jeanne M. $3 3179412
245 1 0 $a Usability in online course design: Comparative perspectives on ease-of-use, satisfaction, motivation, and teacher presence.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Corrie Stone-Johnson.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2015.
520 $a This study used quantitative methods to investigate the significance of usability as a construct in online course design on to ease-of use, satisfaction and motivation, and Teacher Presence from Community of Inquiry theory. The rapid growth and expansion of online learning now accounts for over 33% of all higher education course offerings. College leaders recognize the need to improve retention rates and maintain or improve online course quality. Industries other then education routinely use usability testing and research to inform the design and revision process. Research isolating usability to identify its effects is necessary to support and define implementation to inform course design process and online programs. This study collected usability and perception data during the Spring 2015 semester at a community college in the Northeast. Students completed five common online tasks in one of two simulated courses, one that met usability standards and one that did not. Responses from the course designed to meet identified usability standards were significantly higher for usability ratings, ease-of-use, satisfaction, motivation and Teacher Presence items (from Community of Inquiry theory). A comparison of student versus faculty perspectives was also part of the study's findings. The study's findings conclude that usability testing should be used to provide a model for improved online course design, to support the inclusion or priority of usability in professional development as well as support for implementing usability standards in online course evaluation systems such as Quality MattersTM.
590 $a School code: 0656.
650 4 $a Educational technology. $3 517670
650 4 $a Educational leadership. $3 529436
650 4 $a Instructional design. $3 3172279
690 $a 0710
690 $a 0449
690 $a 0447
710 2 $a State University of New York at Buffalo. $b Educational Leadership and Policy. $3 2098824
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0656
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714650