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    e-Learning systems success in an organisational context : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management Information Systems at Massey University, Palmerston North, New Zealand
    (Massey University, 2012) Samarasinghe, Samantha Malkanthi
    Issues around effective implementation, management, and success of e-Learning systems have drawn the attention of many researchers. However, e-Learning systems success research still lacks models and frameworks addressing organisational dimensions along with instructor and learner dimensions, particularly in the New Zealand higher education context. Hence, the purpose of this research was to explore the dimensions of e-Learning systems success in an organisational context. Based on a broad review of literature, I formulated a multidimensional framework of e-Learning systems success in the organisational context and used the framework to develop two e-Learning success models: a model from the instructor perspective and a model from the learner perspective. To test the framework and to explore the dimensions of e-Learning systems success, I conducted three empirical studies. First, a preliminary study with 43 e-Learning experts was carried out to confirm the content validity of the measurement instruments. The e-Learning systems success models were then tested in the organisational context of New Zealand universities by fitting the instructor model to data collected from 204 instructors engaged in e-Learning and by fitting the learner model to data collected from 189 students with e-Learning experience. The study identified quality of the e-Learning development and implementation process as a dimension of e-Learning systems success. This study was the first to formulate and to test a measure for e-Learning development and implementation process quality. An insight into the instructor views of this dimension was obtained by qualitative analysis of their free-text comments. Moreover, the study was the first to formulate and to test a multidimensional e-Learning systems success model based on DeLone and McLean’s (2003) IS success model focusing on instructors as the stakeholders. The study investigated the effect of organisational dimensions on other dimensions of e-Learning systems success, accounting for both instructor and learner perspectives in the same organisational context. Of the organisational dimensions considered, quality of the e-Learning system was the most influential. Quality of the e-Learning development and implementation directly affected other organizational dimensions, system quality and institutional support to the instructors, and affected instructor dimensions indirectly.
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    Effectiveness of text-based mobile learning applications: case studies in tertiary education : a thesis presented to the academic faculty, submitted in partial fulfilment of the requirements for the degree of Master of Information Sciences in Information Technology, Massey University
    (Massey University, 2009) Wang, Lei
    This research focuses on developing a series of mobile learning applications for future 'beyond' classroom learning environments. The thesis describes the general use pattern of the prototype and explores the key factors that could affect users‘ attitudes towards potential acceptance of the mobile learning applications. Finally, this thesis explores the user acceptance of the mobile learning applications; and investigates the mobility issue and the comparison of applying learning activities through mobile learning and e-learning.
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    Improving the interfaces of online discussion forums to enhance learning support : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Information Systems at Massey University, Palmerston North, New Zealand
    (Massey University, 2008) Jonnavithula, Lalitha
    This thesis describes a research work aimed at improving the interfaces of online discussion forums (ODFs) in relation to their functional support to enhance learning. These ODFs form part of almost all Learning Management Systems (LMSs) such as WebCT, Moodle and Blackboard, which are widely used in education nowadays. Although ODFs are identified as valuable sources to learning, their interfaces are limited in terms of providing support to students, such as in the areas of managing their postings as well as in facilitating them to quickly locate and obtain specified information. In addition, these systems lack features to support inter-institutional cooperation that could potentially increase knowledge sharing between students and educators of different institutions. The interface design objective of this study therefore was to explore and overcome the limitations identified as above, and enhance the effectiveness and efficiency of ODFs’ support to learning. Using a task centered design approach; the required features were developed, and implemented in a working prototype called eQuake (electronic Question answer knowledge environment). eQuake is a shared online discussion forum system developed as an add-on to a well-known open source e-learning platform (Moodle). This system was intended for use among interinstitutional students in New Zealand tertiary institutions that teach similar courses. The improved interface functionalities of eQuake are expected to enhance learning support in terms of widening communication among users, increasing knowledge base, providing existing matching answer(s) quickly to students, and exposing students to multiple perspectives. This study considers such improvements to ODF interfaces as vital to enable users to enjoy the benefits of technology-mediated environment. The perceived usefulness and ease-of-use of improved features in eQuake were evaluated using a quantitative experimental research method. The evaluation was conducted at three tertiary institutions in New Zealand, and the overall results indicated positive response, although some suggestions for improvement have been made in the evaluation. This thesis presents a review of the related literature, describes the design and development of a user interface, followed by its implementation in eQuake, and a description of the evaluation. The thesis concludes with recommendations for better interface design of ODFs and provides suggestions for future research in this area.
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    A reusable peer-to-peer conversation tool for online second language learning : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Computer Science at Massey University, Palmerston North, New Zealand
    (Massey University, 2008) Ye, Jun
    To support extramural learning, Johnson (2005) has proposed the Learning Computer concept, which aims to provide a learning appliance that can be used for studying university courses at any time, from anywhere, and by anybody who might have only basic software and hardware, dial-up Internet connection, and little computer literacy. Lonely extramural students need extra support for interactions and collaboration in learning, especially in second language learning that requires intensive oral language practice between the students and the tutor. This research project was a trial to extend IMMEDIATE (the prototype of the Learning Computer) to a second language extramural course. To meet the requirements of long distance conversation in such a course, a synchronous/asynchronous bimodal approach was conceptualised based on a review of e-learning, communication, and VoIP technologies. It was proposed that the prototype should automatically adapt to either synchronous mode or asynchronous mode according to different levels of Internet connection speed. An asynchronous conversation mode similar to Push-to-Talk (PTT) was also proposed. A VoIP SDK was investigated and used in the prototype for fast development. IMMEDIATE messaging protocols have been extended in the prototype to control call procedures and the asynchronous conversation mode. An evaluation of the prototype which was conducted to assess its usability, functionality and integrity of the prototype demonstrated that users can conduct telephone-like synchronous conversation efficiently at high connection speed. Although the PTT-like asynchronous mode has a time lag problem, especially when two users are both at low connection speed, it is a still a good way for novices to practise second language oral skills. The evaluation has given strongly support to the feasibility and effectiveness of the bimodal approach for applying IMMEDIATE in second language extramural learning.
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    Using computers to facilitate formative assessment of open-ended written assignments : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in Computer Science at Massey University, Palmerston North, New Zealand
    (Massey University. Institute of Information Sciences and Technology, 2005) Zhang, Jun
    This thesis presents an e-learning solution to facilitate formative assessment of electronically submitted open-ended written assignments.It is widely accepted that formative assessment is highly beneficial to student leaning. A number of researchers are active in developing specialized approaches and software systems for assisting formative assessment of student work. However, no comprehensive e-learning solution exists for facilitating formative assessment of students' open-ended written work. The project presented in this thesis has developed a new approach for using computers to facilitate formative assessment of electronically submitted open-ended written assignments.Based on the literature review of the education theories around formative assessment and current computer software technologies, this project has developed three principles for e-learning support for formative assessment of open-ended written assignments:1. It needs to facilitate all the activities that are potentially required for formative assessment of student assignments (for example, the creation of assessment criteria, the submission of assignments, and the analysis of the assessment results), not only the marking activity to create feedback on assignments.2. It needs to provide an onscreen marking tool which enables human markers to mark open-ended written assignments in an intuitive and efficient way by replicating their paper-based assessment approaches.3. It needs to provide a generic solution for facilitating formative assessment of open-ended written assignments from all disciplines, not a limited solution restricted to some specific domains (for example, computers science or business courses).Based on these principles, a specification of an e-learning system for facilitating formative assessment of open-ended written assignment was developed and a system was implemented accordingly. This system, called the Written Assignment Assessment (WAA) system, has been already used in the assignment marking of several courses at Massey University.