Students’ expectations of,and experiences in e-learning: Their relation to learning achievements and course satisfaction

Within only a few years, the use of e-learning has increased rapidly in Austria. In certain subjects, up to 60% of university students report using e-learning platforms at least ‘sometimes’ or ‘frequently’ (Unger & Wroblewski, 2006). Yet, which aspects of e-learning do students consider important for their learning achievements and course satisfaction? This question was addressed by surveying 2196 students from 29 universities in Austria about their expectations of, and experiences in e-learning. Multiple regression analyses using Mplus 4.21 were carried out to investigate how different facets of students’ expectations and experiences are related to perceived learning achievements and course satisfaction.     

The student experience of a collaborative e-learning university module

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants’ perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants’ results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.     

The design and implementation of a digital music library

The design and implementation of Harbin Institute of Technology—Digital Music Library (HIT-DML) is presented in this paper. Firstly, a novel framework, a music data model, and a query language are proposed as the theoretical foundation of the library. Secondly, music computing algorithms used in the library for feature extracting and matching are described. In addition, indices are introduced for both mining themes of music objects and accelerating content-based information retrieval. Finally, experimental results on the indices and the current development of the library are provided. HIT-DML is distinguished by the following points. First, it is inherently based on database systems, and combines database technologies with multimedia technologies seamlessly. Musical data are structurally stored. Second, it has a solid theoretical foundation, from framework and data model to query language. Last, it can retrieve musical information based on content against different kinds of musical instruments. The indices used, also power the library.     

MUSYS: Software for an electronic music studio

MUSYS is a system of programs used to create electronic music at the computer studio of Electronic Music Studios, London. This paper describes the programming language employed by composers, and the implementation of its compiler and of other programs in the system. It is shown that by the use of a macrogenerator, an efficient and useful system can be built from simple software on a small computer.     

Music—A language for typesetting music scores

This paper describes a language which has been devised to facilitate the inclusion of printed music in the output of a typesetting system. The music program acts as a preprocessor to troff, which is the typesetting program associated with the UNIX system. The design of the music input language has concentrated on the simplicity of the process of transcribing and typing in data from a standard music score, yet still allowing some of the complex requirements of serious music scores to be handled.     

Quality enhancement for e-learning courses: The role of student feedback

The collection of student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in higher education institutions. The increasing use of technology to support face-to-face, blended and distance courses has led managers as well as practitioners to become increasingly concerned to identify appropriate ways of assuring the quality of this e-learning provision. This paper presents a study of the collection of student feedback in higher education e-learning courses and the use of this feedback for quality assurance and enhancement. We carried out a series of case studies of the procedures in place in four e-learning courses, and in each case study we collected the quality assurance documentation and interviewed stakeholders (administrators, educational technologists, tutors and students). The comparative examination of these two sets of data showed that the main strategies for collecting student feedback – module evaluations and student representation – were both strongly affected by the distinctive features of the mode of delivery in e-learning courses, and as a consequence they were not able to adequately support quality enhancement. The remote location of the students impacted on both student representation and on the response rates for module evaluations. The enhancement function of the module evaluations were adversely affected by lack of appropriate course management arising from the disaggregation of course processes and the resulting ambiguity in the allocation of responsibilities.     

Measuring e-learning systems success in an organizational context: Scale development and validation

Electronic learning (e-learning) has been widely adopted as a promising solution by many companies to offer learning-on-demand opportunities to individual employees in order to reduce training time and cost. While information systems (IS) success models have received much attention among researchers, little research has been conducted to assess the success and/or effectiveness of e-learning systems in an organizational context. Whether traditional IS success models can be extended to investigate e-learning systems success has been scarcely addressed. Based on previous IS success literature, this study developed and validated a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the employee (e-learner). The procedures used in conceptualizing an ELSS construct, generating items, collecting data, and validating a multiple-item scale for measuring ELSS are described. This paper presents evidence of the scale’s factor structure, reliability, content validity, criterion-related validity, convergent validity, and discriminant validity on the basis of analyzing data from a sample of 206 respondents. Theoretical and managerial implications of our results are discussed. This empirically validated instrument will be useful to researchers in developing and testing e-learning systems theories, as well as to organizations in implementing successful e-learning systems.     

Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications

The web-based e-learning system (WELS) has emerged as a new means of skill training and knowledge acquisition, encouraging both academia and industry to invest resources in the adoption of this system. Traditionally, most pre- and post-adoption tasks related to evaluation are carried out from the viewpoints of technology. Since users have been widely recognized as being a key group of stakeholders in influencing the adoption of information systems, their attitudes toward this system are pivotal. Therefore, based on the theory of multi-criteria decision making and the research products of user satisfaction from the fields of human–computer interaction and information systems, this study proposed a multi-criteria methodology from the perspective of learner satisfaction to support those evaluation-based activities taking place at the pre- and post-adoption phases of the WELS life cycle. In addition, by following this methodology, this study empirically investigated learners’ perceptions of the relative importance of decision criteria. This investigation carried out a survey of college students, and the data thus obtained was then analyzed by analytic hierarchy process in order to derive an integrated preference structure of learners as a ground for evaluation. We found that learners regarded the learner interface as being the most important dimension of decision criteria. Future applications of these results are recommended and the implications are discussed.     

It won’t happen to me: An assessment of optimism bias in music piracy

Piracy continues to be a threat to the global economy. Previous literature on factors influencing individual’s attitude towards piracy indicates that as perceived risk increases, individuals attitude of acceptance of piracy should decrease. In spite of the increased risks, some people pirate, there has been no explanation for this apparent paradox. We attempt to explain this paradox by using the concept of optimism bias. Results of structural equation modeling using a sample of 219 college students provide evidence that individuals having an optimism bias engage in piracy because they consider themselves to be at lower risk than average compared to a group. Implications for practice and future research avenues are discussed.     

ComPLuS model: A new insight in pupils’ collaborative talk, actions and balance during a computer-mediated music task

This exploratory work describes and analyses the collaborative interactions that emerge during computer-based music composition in the primary school. The study draws on socio-cultural theories of learning, originated within Vygotsky’s theoretical context, and proposes a new model, namely Computer-mediated Praxis and Logos under Synergy (ComPLuS). In this model, peers’ dialogue is categorised into five types; disputational, cumulative, exploratory, operational, and reflective, with each one corresponding to different types of spoken contributions. Moreover, peers’ actions are categorised as individual or joint and are used to evaluate the effect of computer mediation on the collaborative activity and its balance within a pair. The potential and effectiveness of the realisation of the ComPLuS model in practice, as far as peers’ collaboration is concerned, are evaluated from its trialling in an experimental case-study, in which a group of 11-yr old pupils worked in pairs to compose short melodies using computers at the computer room of their school. Emphasis was placed upon the types of social modes of thinking with regard to pupils’ spoken contributions and talk types during their conversation; pupils’ actions when manipulating software, and the balance of talk and action between the pair members. Their ongoing peer-to-peer communication and actions formed the research data. A mixed (qualitative and quantitative) analysis revealed that peers usually adopted cumulative and exploratory talk. Moreover, the action type which dominated their work was based on a consensual decision. Nevertheless, it was found that lead on collaborative talk does not mean lead on joint action and does not always sustain a balance in peers’ collaboration. Experimentation with the music software, in conjunction with pupils’ musical background, facilitated their joint action, exploratory and reflective talk. However, audio feedback provided by the software did not seem to affect peers’ talk types. These results suggest that the ComPLuS model captures the characteristics of peers’ collaborative interactions during their shared discussions and actions, and can lead to a better understanding of the nature of computer-supported collaborative creativity in primary music education.     

Unifying heterogeneous e-learning modalities in a single platform: CADI, a case study

Current e-learning forms are commonly based on improving the learning process through the enhancement of certain skills in students, such as collaborative, competitive or problem-based learning. However, it seems that there is still no e-learning formula that gathers the implementation of a number of more generic educational principles in a single e-learning system or platform. Therefore, this paper presents a web-based framework for the creation, development and implementation of heterogeneous learning environments called CADI. It offers a graphical user interface for students to interact with only the need for any generic WiFi compliant device. Its innovative design allows the instructor to select and combine the developed resources to create varied activities, providing content adapted to every single device. The usefulness of the system was tested by introducing a case study to a group of senior college students. The experience showed that the use of the system helped students to achieve better results in their evaluation. It also showed that the students had no problems interacting with it from the outset, promoting their active learning. Design, implementation and assessment results of the system are also presented and analyzed.     

e-Learning continuance intention: Moderating effects of user e-learning experience

This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The results reveal that negative critical incidents and attitude are the main determinants of the users’ intention to continue using the e-learning, irrespective of their level of e-learning experience. In addition, the findings show that the user’s experience of the e-learning service plays a moderating role. The impact of negative critical incidents on perceived ease of use is greater for less experienced users. By contrast, the impact of negative critical incidents on perceived usefulness is greater for more experienced users. Perceived ease of use has a more critical effect on the attitude and continuance intention of less experienced users, whereas perceived usefulness is found to be a stronger determinant of the attitude and behavioral intention of more experienced users. Moreover, the relationship between satisfaction and continuance intention is stronger for less experienced users than for more experienced users. The implications of the present findings for research and managerial practice are analyzed and discussed.     

Aligning music audio with symbolic scores using a hybrid graphical model

We present a new method for establishing an alignment between a polyphonic musical score and a corresponding sampled audio performance. The method uses a graphical model containing both latent discrete variables, corresponding to score position, as well as a latent continuous tempo process. We use a simple data model based only on the pitch content of the audio signal. The data interpretation is defined to be the most likely configuration of the hidden variables, given the data, and we develop computational methodology to identify or approximate this configuration using a variant of dynamic programming involving parametrically represented continuous variables. Experiments are presented on a 55-minute hand-marked orchestral test set. This work supported by NSF grants IIS-0113496 and IIS-0534694. Editor: Gerhard Widmer     

Evaluating a virtual summer school

The Open University's Virtual Summer School took place in 1994 and was an experimental project which aimed to use technology to support students who were unable to attend a conventional campus‐based summer school. Students on many courses at the Open University are expected to attend summer school, but for some students this is impossible. In the Virtual Summer School, 12 students used a wide range of software to communicate with tutors and each other, attend lectures and tutorials, access resources and complete projects in groups. The students were studying Cognitive Psychology and the work involved a range of activities including programming, carrying out experiments and statistical analysis. The evaluation used a series of questionnaires to the students, which were compared with those of students at conventional summer school. This paper provides an overview of the Virtual Summer School, presents a selection of the results of the evaluation and discusses the issues which arose out of the evaluation.     

The effects of music tempo and loudness level on treadmill exercise

This study examined the effects of loudness and tempo of background music on exercise performance. A total of 30 volunteers performed five 10-min exercise sessions on a treadmill. The music listened to whilst exercising was either fast/loud, fast/quiet, slow/loud, slow/quiet or absent. Measures of running speed, heart rate, perceived exertion and affect were taken. Significant effects and interactions were found for running speed and heart rate across the different music tempo and loudness levels. More positive affect was observed during the music condition in comparison to the ‘no music’ condition. No significant differences for perceived exertion were found across conditions. These results confirm that fast, loud music might be played to enhance optimal exercising, and show how loudness and tempo interact.     

OLES: an instrument for refining the design of e-learning environments

Abstract Designing and implementing effective e-learning is a complex process, which involves many factors. Lecturers need to constantly consider, evaluate and adjust these factors to provide effective e-learning environments for students. In this paper, we report on the design and development of the Online Learning Environment Survey (OLES), an instrument which can be used to gather and represent data on students' 'actual' (experienced) and 'preferred' (ideal) learning environments. We describe the use of this instrument in blended learning environments with university classes, illustrating how OLES can be used by educators striving for good practice in the design of effective online learning environments.     

Evaluating healthcare information systems through an “enterprise” perspective

Here we reflect upon the design and implementation of large-scale healthcare IS, noting the tendency of such systems to gravitate from a delivery (clinical) to a control (managerial) emphasis. Drawing on the concept of the ‘enterprise model’, we examined how adopting different perspectives of the enterprise might inform both design and evaluative criteria.     

Integration into mathematics classrooms of an adaptive and intelligent individualized e-learning environment: Implementation and evaluation of UZWEBMAT

The purpose of this study is to design an adaptive and intelligent individualized e-learning environment based on learning style and expert system named UZWEBMAT and to evaluate its effects on students’ learning of the unit of probability. In the study, initially, learning objects were prepared in three different ways in relation to Visual–Auditory–Kinesthetic (VAK) learning style for each subject of the probability unit. These were appropriate for secondary school mathematics curricula. Then, they were transferred into the digital environment. Each student may follow a different course, and the solution supports s/he will get may also differ highlighting the individual learning. The sample of the study consists of 81 10th grade students from two high schools in Trabzon, Turkey. Qualitative and quantitative data were collected from students to answer research questions. Quantitative data were given as frequency distribution and percentages. Qualitative data were analyzed using qualitative data analysis methods. Results of the study indicated that opinions regarding UZWEBMAT are rather positive. Aiming at individual learning, UZWEBMAT provides the most appropriate environment for students. In addition, UZWEBMAT can be used as well to reinforce traditional classroom education.