TestMarc

Wang, J., Solan, D., & Ghods, A. (2010). Distance learning success – a perspective from socio-technical systems theory. //Behaviour & Information Technology//, //29//(3), 321. doi:[|10.1080/01449290903544645] || With widespread adoption of computer-based distance education as a mission-critical component of the institution's educational program, the need for evaluation has emerged. In this research, we aim to expand on the systems approach by offering a model for evaluation based on socio-technical systems theory addressing a stated need in the literature for comprehensive models for evaluating e-learning environments (Holsapple, C.W. and Lee-Post, A., 2006. Defining, assessing, and promoting e-learning success: an information systems perspective. //Decision Sciences Journal of Innovative Education//, 4(1), 67-85). The proposed systems model evaluates distance learning success from the instructor's perspective. It defines and develops measures for course quality, system quality and corresponding impacts. The model is tested based on the data collected from 548 instructors of seven universities in the Midwest region of the USA. The results suggest that the proposed multi-dimensional system flexibility scale is reliable. The course quality significantly affects both system flexibility and faculty perceived impacts of distance education. The system flexibility also significantly affects both course quality and faculty perceived impacts. **Keywords:** distance learning success; socio-technical systems theory; course quality; system quality; course management systems || · //e-Learning is a saviour; its redemptive power is overreaching and every educational// · //institution should adopt it// · //e-Learning can replace human interaction// · //e-Learning cuts the costs of education, for instance, e-learning courses are cheaper to// · //deliver than the traditional face-to-face or distance learning// · //Providing numerous courses and an abundance of information is beneficial,// · //and can enhance learning// · //ICTs should become the primary medium of learning in higher education// · //Leisure (including playing and entertainment) and learning are separate activities// · //e-Learning will make HEIs more competitive and they must seize it or be declared// · //institutionally redundant// · //Establishing the infrastructure (hardware and software) in e-learning is the most// · //difficult part// · //e-Learning will see the demise of traditional campuses// · //e-Learning can decrease absenteeism and lower dropout rates among students//
 * **topic** || **article info** || **abstract** ||
 * assessment of LMS || Ozkan, S., & Koseler, R. (2009). Multi-dimensional students' evaluation of e-learning systems in the higher education context: An empirical investigation. //Computers & Education//, //53//(4), 1285-1296. doi:doi: DOI: 10.1016/j.compedu.2009.06.011 || There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners' satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners' perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems. ||
 * are tech proponents leading us astray? || Njenga, J. K., & Fourie, L. C. H. (2010). The myths about e-learning in higher education. //British Journal of Educational Technology//, //41//(2), 199-212. doi:[|10.1111/j.1467-8535.2008.00910.x] || Proponents have marketed e-learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e-learning or related innovations. In this paper, the e-learning-adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a 'compulsive enthusiasm' about e-learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e-learning on teaching and learning. Ten myths on e-learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made. ||
 * systems theory and eval of distance learning ||
 * The myths**

If you want to see my family's food page you can click here: [|The True Meaning of Food]

Here is the site I use for my classes I teach: [|MarcMath]

media type="youtube" key="ItZyaOlrb7E" height="385" width="480"