Usability Issues and Support Needs: What is Important to Ghanaian Learners
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The study investigates usability issues faced by Ghanaian adult learners in e-learning environments, highlighting the need for technology and design improvements to enhance their educational experiences. Key findings indicate that mastering technology, learnability, and effective interactivity are crucial for successful online learning engagement. The implications stress the importance of integrating usability considerations into course design and the relevance of research findings for optimizing e-learning in African contexts.
Usability Issues and Support Needs: What is Important to Ghanaian Learners
- 1. Usability Issues and Support Needs: What is Important to Ghanaian Learners John Kwame Boateng (PhD) School of Continuing and Distance Education, Legon, Accra, Ghana.
- 4. COMPUTER LAB
- 5. BACKGROUND • College of Education School of Information and Communication Studies School of Education and Leadership School of Continuing and Distance Education (SCDE) - 12 Learning Centres in Ghana including… - Cape Coast Centre (CCC) - Takoradi Centre (TC) 5
- 6. BACKGROUND • Traditional residency and Distance Education • Degree and non-degree programs • Activities in civic and community engagement • Includes annual “New Year School and Conference” (Provides civic education since 1939) • In the past, DE courses and programmes provided as printed modules (course packs) • Now DE courses provided in a hybrid mode of online presence and face-to-face tutorials 6
- 7. GOALS OF THE SCDE • Respond to needs of adult learners in use of technology for developing essential knowledge, skills, and attitudes for lifelong learning. • Seek international collaborations to improve standards, quality assurance and consistency in learning programme delivery. 7
- 8. CURRENT STATUS • Piloting Sakai from 2014/15 year. • Rolling out distance education program at the Cape Coast Centre in 2015. • Meet growing demand of working adults and others who have difficulties accessing conventional education due to lack of flexibility course timing and location. • Provide learning opportunity for employees, minorities, dropouts and physically challenged people. 8
- 9. The study investigated two research questions: • What common (mostly occurring) usability problems confront learners’ and prevail in an e-learning environment/intervention? • Which of these usability problems should be taken into account in the design and management of a centre-based e-learning programme for adults? 9
- 10. LITERATURE REVIEW • Chang, (2011) argues that designers must incorporate usability evaluation in designing e-learning applications • Suwannawut, (2011) argues for “accessible design” • Babu & Singh, (2013) demonstrate that… – Unique problems and challenges of specific user types in using Web- based applications – Users' web interaction challenges – No clear understanding of the utility for specific user types 10
- 11. CURRENT RESEARCH STUDY OBJECTIVES • Examine adult learner perceptions about the common usability problems that prevail in adopting solutions for a start up e- learning intervention • Identify the kinds of usability issues that should be taken into account in the design and management of a centre-based e- learning programme for adults 11
- 12. In this presentation… Methodology, results and discussion presented for : Base line study conducted in Ghana on usability issues. 12
- 13. 13 Districts Locations in Central Region of GHANA
- 14. 14 Distance Accra to Cape Coast = 150 miles
- 15. Methodology: Baseline survey from Respondents in Ghana • Survey of respondents in two districts in Central Region of Ghana - Population = ~ 500-600 adult students - Survey sample size = 150 • Respondents also provided opinion on statements of importance in e-learning 15
- 16. Quantitative Data: Survey Used Summary • Questionnaire based on Likert scale - Strongly agree =5 - Agree =4 - Not sure = 3 - Disagree = 2 - Strongly disagree = 1 16
- 17. Focus Groups in Two Districts of Central Region 17
- 18. Definitions for Variables 18 • Learnability: Signifies how a new user can begin efficient and error-free interaction with the e-learning system • Usable content and resources: How easy it is for learners to find and retrieve important content and use communication resources and tools properly • Visual design: The way a piece of artwork, a room, video, photo or other artistic subject is composed and appeals to the human eye in the e-learning system • Media use: Refers to issues about the effective use of the electronic media • Learner guidance & support: Support and guidance
- 19. Definitions for Variables 19 • Instructional assessment: Assessments presented in formats in which all learners can demonstrate their levels of mastery • Interactivity: The way common interactive tools are used effectively to engage learners • Consistency: Consistent treatment of graphical assets, navigation and feedback with the e-learning interface • Access issues: Variety of people able to use the e-learning system • Accessibility: Level of access for the individual of the e- learning system
- 20. Fig 1. Important Usability Issues (baseline) 20 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 Access issues Accessibility Consistency Visual design Interactivity Content and resources Media use Learn ability Learner guidance and support Instructional assessment Mean Response
- 21. Table 1a. Usability Needs of Adults for E-Learning Usability needs of adults for e- learning N Mea n Std. Deviation Interface is simple and intuitive 150 4.1 1.03 Multi-media is interactive and Use visual cues 150 3.9 .86 Lessons are concise, succinct and brief 150 4.2 .95 Activities are engaging and entertaining 150 4.3 .80 The context is relevant and content is meaningful 150 4.1 .97 Delivery is effective, right in 150 4.1 .9121
- 22. Table 1b. Usability Needs of Adults for E-Learning Usability needs of adults for e-learning N Mean Std. Deviation Cognitive load and design are minimized 150 4.1 .99 There is consistency 150 4.2 .22 Navigation is usable and obvious 150 4.1 .93 Real world conventions are followed 150 4.3 .86 Mastering Technology 150 4.5 .76 22
- 23. SUMMARY OF FINDINGS 1. Mastering technology is a usability need to enable users successfully engage in online learning 2. Learnability expressed as the most important usability concern in e-learning 3. Learning content and resources must be cohesive with design being consistent throughout and must have a focus 4. Effective interactivity, with discussions and collaborative assignments, are good to be used 5. Accessibility issues of significance learning attainment, communication, web interface, and inclusiveness 6. Usability issues of significance include learnability, media use, content and resources, consistency etc 23
- 24. SUMMARY OF FINDINGS 1. Directions and navigation must be instantly recognizable and obvious 2. Course environment should be easy 3. Design of instruction, should incorporate challenges, rigor and moments for reflection 4. Principles of good web design to co-exist in harmony with the course environment for effective student learning 24
- 25. CONCLUSIONS 1. Study confirmed several best practices for use by instructional designers: a. Simple and intuitive interface design b. Interactive multi-media c. Short lessons and modular in form d. Engaging and entertaining content e. Meaningful content that is relevant to the context f. E-learning system that enhances effective delivery 25
- 26. IMPLICATIONS • Awareness of the significance of usability in e-learning and the mindset to integrate usability agenda into the course during the planning phases. • Understanding that usability issues in e-learning affects both the physical environment of the website and the type and form of the content employed by the course 26
- 27. IMPLICATIONS OF RESEARCH ON E-LEARNING FOR AFRICAN COUNTRIES • Lessons learned informs education to fill niche of adult learners in Cape Coast. • E-learning can be optimized to know what factors are essential and what can vary. • Model, lessons learned and best practices adapted for other locations in distance learning courses. 27
- 28. FUTURE RESEARCH CONSIDERATIONS • Examine role of other factors in adult student learning and satisfaction - effects of student familiarity with computer technology and online learning - use of graduate students to support faculty to achieve improved learning outcomes and satisfaction - use of recorded videos to enhance interaction 28
- 29. ACKNOWLEDGEMENTS • This study was supported by: • The office of Research Innovation and Development (ORID), The University of Ghana • The University of Michigan’s African Presidential Scholars (UMAPS) Program of the African Studies Center 29
- 30. 30 THANK YOU!