Name Email-Id Text

IJGMS (v1:n2)

Volume 1, Number 2


Measuring Quality e-Learning in Higher Education. Usoro & Majewski
ePortfolios in the Promotion and Tenure Process. Freeman, Harkness, & Urbaczewski.
Use of Open Standards to Construct Adaptive Assessments. Leon, Penalvo, & Rodriguez-Conde.
Effects of Interaction on Students' Perceived Learning Satisfaction in University Online Education: An Empirical Investigation. Eom.
The Impact of Learning Management System Characteristics and User Characteristics on the Acceptance of E-Learning. Al-Busaidi.


Measuring Quality e-Learning in Higher Education
Abel Usoro

University of the West of Scotland
Grzegorz Majewski
University of West Scotland

New developments in technology, especially multimedia and the Internet with its World Wide Web, have fuelled academic, professional and business interests in e-learning which is expected to deliver education at reduced cost and increased access irrespective of social, economic and geographical barriers. A central issue with e-learning, especially in higher education, is quality. Research in existing literature is not conclusive. This paper presents empirical evidence that quality of e-learning in higher education can be measured from nine factors most of which can be grouped into end user and social perspectives. A student perspective questionnaire from 164 respondents was analysed to validate the nine-factor model.
Keywords: e-learning, quality, higher education

ePortfolios in the Promotion and Tenure Process
Lee Freeman,

College of Business
University of Michigan - Dearborn
Dearborn, Michigan
Michael Harkness,
College of Business
University of Michigan - Dearborn
Dearborn, Michigan
Andrew Urbaczewski
College College of Business
University of Michigan - Dearborn
Dearborn, Michigan


A pilot project was implemented to make use of ePortfolios within the university promotion and tenure process. The impetus for using ePortfolios over paper-based binders stemmed from inefficiencies in the traditional process regarding costs, time, and access to the material. Through conversations and discussions with the department chairs, faculty candidates, and unit and university administrators, buy-in was established. The two-part pilot was successful as the technology worked as expected, the participants had positive perceptions, and the process was completed as required by unit and university guidelines. The result of the pilot is to fully adopt this approach for all faculty.

Keywords: Electronic Portfolio, ePortfolio, Promotion and Tenure, Faculty Development.

Use of Open Standards to Construct Adaptive Assessments
Hector Gonzalo Barbosa Leon

Departamento de Sistemas. Instituto Tecnologico de Colima. Av. Tecnologico s/n, Villa de Alvarez, Colima. Mexico 28976
Francisco Jose Garcia Penalvo
Departamento de Informatica. Universidad de Salamanca, Espana. Patio de Escuelas s/n, Salamanca, EspaƱa.
Maria Jose Rodriguez-Conde
Facultad de Educacion. Universidad de Salamanca, Espana. Paseo de Canalejas 169, Salamanca, Espana.


This article presents the conclusions of a research work prepared in the University of Salamanca, Spain, including the investigation, definition, construction and test of a model to define adaptive assessments considering the user's presentation needs and also the traditional adaptation process using the level of complexity for every item. We applied innovatively some common open standards and specifications.

Keywords: Open Standards, Adaptive Systems, and Computer-based Test.

Effects of Interaction on Students' Perceived Learning Satisfaction in University Online Education: An Empirical Investigation
Sean Eom

Department of Accounting & MIS
Southeast Missouri State University


This study examined the antecedents and outcomes of interaction in asynchronous online learning courses. The research model was tested by using a Partial Least Squares analysis on the survey data. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. All hypotheses except one in this study were supported. We found that all three factors - course structure, self-motivation, and learning styles - influenced students' interaction with the instructor and classmates. Further, there is a positive relationship between interaction and students' satisfaction. This is in accordance with the findings of the extant literature on student satisfaction we have discussed. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes, but the model failed to support the relationship between interaction and the learning outcomes of e-learning classes in relation to face-to-face classes.

Keywords: Distance Education/Distance Learning, Asynchronous Learning, User-Satisfaction, Perceived Learning Outcomes, Motivation, Student Learning Styles, Course Structure, Structural Equation Modeling.

The Impact of Learning Management System Characteristics and User Characteristics on the Acceptance of E-Learning
Kamla Ali Al-Busaidi

Sultan Qaboos University,
Al-Khod, Oman,


Learning Management System (LMS) includes several tools that provide academic and training institutions an efficient and effective mean to support distance education and supplement their traditional teaching. This research examined the impact of LMS characteristics (information quality, system quality and service quality) and user characteristics (self efficacy, computer anxiety, and technology experience) on the LMS acceptance as a supplementary tool in an academic institution in Oman. The results showed that instructors' usage of LMS is determined by information quality, system quality, computer anxiety and technology experience; whereas students' usage is determined by only system quality, technology experience and computer anxiety.

Keywords: learning management systems; e-learning; instructors' acceptance; learners' acceptance; lms usage; e-learning in Oman.