Information Systems for Production and Operations Management Quality in E-Learning from a Learners Perspective E-Learning Quality : Challenges and Perspectives in Greece and Europe Dr. Ulf-Daniel Ehlers, University of Duisburg-Essen, Germany

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 2 What is Quality? Different Actors Different Actors Different meanings Different Processes Different meanings/ understandings: product oriented, user related, manufacture based, etc. (Harvey/Green 2000) Quality in Learning as Co- Production Different Processes/ Levels (Input, Process, Outcomes, etc.) Different Actors ( Learners, Professionals, Institutional Actors, Government ) have different Intentions, Goals, are in different Situations

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 3 E-Learning Discovers the Learner Important: Be sensitive to users needs, requirements, situations (Bertelsmann Stiftung 01/2002) Important: Focus on users motivation and tutoring (Mummert & Partner 06/2002) Dispose barriers of user acceptance, transparency of benefits (Cognos/Innotec 07/2002) Important: Pedagogical design appropriate to learners needs ( Jane Massy 08/2002)

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 4 Topic/ Subject Learner Variables Pre-Knowledge, Attitudes, Experiences Goal/ Intention/ Objective/ Transfer Knowledge, Comptence Acceptance, Motivation Learning Arrangement (1)Kontext: Learning Centre, Classroom, Workplace (social/ organisational) (2)MuMe LMS/ Leaning Software The Learner in the Learning Environment (Fricke 1995)

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 5 Lernqualitaet.de: Design Model of Subjectiv Quality Which dimensions are relevant for quality from a users perspective? Target Group Specific Profiles Identification of (target) groups that have common quality requriements. Inventary PCA Cluster Analysis Explorative Study (N=58 E-Learner) Interviews, Simulations, Online Questionnaires Stand. Online Survey (N=1944 E-Learner) Field Access through 47 Partners Two-Step Approach +

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 6 QF 5: Information Transparency of Provider/ Course QF 6: Course Structure/ Presence Courses QF 4: Costs- Expectations-Benefits QF 3: Technology QF 7: Didactics QF 1: Tutor Support QF 2: Collaboration Model of Users Preferences in E-Learning

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 7 QF 1: Tutor Support Interaction Centeredness Moderation of Learning Processes Learner vs. Content Centeredness Individualized Learner Support Goal- and Development Centeredness Traditional Communication Media Synchronous Communication Media Asynchronous Communication Media Media for Tutor Support Tutor Support Users Preferences in E-Learning: QF 1 Get to know tutors in PC Feedback for tutors PC Regular office hours Motivation by feedback from tutors Get to know tutors in PC Feedback for tutors PC Regular office hours Motivation by feedback from tutors

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 8 Social Cooperation Discursive Cooperation QF 2: Collaboration Users Preferences in E-Learning: QF 2

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 9 Adaptivity and personalisation Synchronous Communication possibilities Availability of contents (technical) QF 3: Technology Users Preferences in E-Learning: QF 3

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 10 Expectation of Individualisation and Need Orientation Interest in Course and Media Usage Individual Non-Economic Costs QF 4: Cost - Expectation - Value Economic Costs Practical Benefits Users Preferences in E-Learning: QF 4

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 11 Counselling, Advise Organisational Information Information: Course Goals and Contents QF 5: Information Transparency Users Preferences in E-Learning: QF 5

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 12 Course Integrated Personal Support of Learning Processes Introduction to the necessary technical aspects and to the content Tests and Exams QF 6: Course Structure Users Preferences in E-Learning: QF 6

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 13 QF 7: Didactics Background Material Structured and Goal Oriented Course Material Support of Learning Multimedia Enriched Presentation Material Feedback on Learning Progress Individualized Tasks Users Preferences in E-Learning: QF 7

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 14 Target Groups: Quality Preferences The Individualist (N=328) Content-Oriented Content related QP Individualised Learning Scenarios Course Material: Didactics Self-directed Learning Presence Courses, Interaction- and Communication The Avant-Gardist (N=392) Interaction-Oriented Discussion/ Communication Tutor Support learner oriented ( ) Media/ Technology vanguard Virtual Learning Groups Information & Advise Rich Didactic Concept The Pragmatic (N=293) Need Oriented Individualized offers Tutor Support factual Non-Financial Costs Information & Advise Personalisation of LE Didactic Requirements The Result-Oriented (N=235) Independent & Goal-Oriented Individualization: Stand Offers Work Integrated Learning Instrumental Purpose orientation Learn- and Media Literacy Presence Courses, Interaction- and Communication

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 15 Model of subjective Quality: Architecture 30 Dimensions of Subjective Quality 7 Fields of Subjective Quality 153 Factors/ Criterions of Subjective Quality

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 16 Interaction-& Discussion-Preferences *Chi2=137,45; df=3; Cramers V=0,32; p=1, **Chi2=265,07; df=3; Cramers V=0,45; p=3, ***Chi2=287,17; df=3; Cramers V=0,47; p=5,910-62

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 17 Communication/ Collaboration Preferences *Chi 2 =93,70; df=3; Cramers V=0,27; p=3, **Chi 2 =243,99; df=3; Cramers V=0,43; p=1, ***Chi 2 =228,46; df=3; Cramers V=0,42; p=3,

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 18 Determining Factors The Individualist Content-Oriented 55,5% The Avant-Gardist Interaction-Oriented 4,9% The Pragmatic Need Oriented 15,1% The Result-Oriented Independent & Goal-Oriented 24,5% ProbabilityFactors Blended Learning Presence Courses Tutor Support Collaboration in Learning Groups

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 19 Learners are aware of their own responsibility for quality in learning processes – as co-producers of quality learning. Learners q uality requirements cover the whole e- learning-process and are not restricted to the learning process itself. A model of subjective quality consists of comprehensive e-learning-services and is not reduced to quality of instructional design. Learners requirements in e-learning can not be described in one common profil of quality, but have to be differentiated into different preference profiles for distinct target groups. Quality From a Learners Perspective: Key Findings

Information Systems for Production and Operations Management ::: University of Duisburg-Essen - Slide 20 Dr. Ulf-Daniel Ehlers Thank you for your attention!! Questions?