Evaluating the usability of web-basd learning tools

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dc.contributor.authorWang, Meien_US
dc.date.accessioned2024-08-15T20:13:24Z
dc.date.available2024-08-15T20:13:24Z
dc.date.copyright2000en_US
dc.date.issued2000
dc.degree.departmentDepartment of Computer Science
dc.degree.levelMaster of Science M.Sc.en
dc.description.abstractIn recent years, more and more educators have expressed an interest in using new computer technologies to enhance face-to-face instruction and to deliver distance­ learning courses. Web-based learning tools are an attempt to provide integrated technologies to meet educators' needs. The primary purpose of these tools is to facilitate teaching and learning via the Internet. Unfortunately, few of the existing tools have been evaluated and there is little guidance for administrators and instructors when trying to select an appropriate tool. This thesis reviews six existing web-based learning tools and comparatively evaluates two of them: Blackboard™ and WebCT™. The research study completed for this thesis employed the two tools in a classroom-based university course and examined the functionality and usability of each of the tools. Individual features of the tools such as navigation, assignment submission, and online quizzes were evaluated from the perspectives of students, instructors and administrators. There was a significant difference found between Blackboard™ and WebCT™ in terms of the usability of the tools. Blackboard™ was rated significantly easier to use than Web CT TM overall. In particular, navigation, assignment submission and publishing course materials were considered to be easier in Blackboard™ than WebCT™. The strengths and weaknesses of the tools are presented and discussed.
dc.format.extent102 pages
dc.identifier.urihttps://hdl.handle.net/1828/20045
dc.rightsAvailable to the World Wide Weben_US
dc.titleEvaluating the usability of web-basd learning toolsen_US
dc.typeThesisen_US

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