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Online Learning, Usability, and Learner Experience: Methods and Directions
PROCEEDING

, University of Central Florida, United States ; , Florida State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Higher education institutions that rely on e-learning programs tend to focus the quality of instructional design support on training faculty to work with learning management systems, and coaching instructional design best practices. Amidst the increase in online education, there is a need to expand research efforts to understand the usability of online learning, which includes user interaction, navigation, information architecture, and aesthetics. In this preliminary study, a review of literature was conducted to understand the quality of usability issues and nature of the research methods being used to study e-learning usability in higher education. Over 2,000 articles were reviewed and categorized to identify research trends, audience, and usability testing methods. The results show that there is a paucity of research literature that examines the role of an instructional designer as a usability expert, and research that examines faculty as primary users of e-learning systems.

Citation

Ngampornchai, A. & Adams, J. (2018). Online Learning, Usability, and Learner Experience: Methods and Directions. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1274-1279). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2020 from .

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