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ANALYSIS OF FACTORS �INFLUENCING PERCEIVED QUALITY OF E-LEARNING�

VELIMIR DEDIĆ

Information Technology School, Belgrade, velimir.dedic@its.edu.rs

VALENTIN KULETO

Information Technology School, Belgrade, valentin.kuleto@its.edu.rs

SUZANA MARKOVIĆ

Information Technology School, Belgrade, suzana.markovic@its.edu.rs

SLAVKO POKORNI

Information Technology School, Belgrade, slavko.pokorni@its.edu.rs

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Introduction

When designing an e-learning course or setting up an e-learning environment instructors are faced with many considerations and decisions that consequently affect how students experience instruction, construct and process knowledge.

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Key term: Quality

Some of key quality-gaining strategies can be grouped into the following elements:

  1. Assisting user retention
  2. Interaction between students and an instructor
  3. Interaction with peer students:
  4. Individual learning processes:
  5. Course outcomes

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Research questions

To find out demographical characteristics of learners

To find out attitudes towards e-learning per se

To find out attitudes towards e-learning tehnology

To extract factors that influence perceived quality of e-learning experience

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Demographics

  • Total of 120 learners participated in this research, of wich 69 (57.5%) responded..
  • Learners were adults participating in an one-year e-learning program Information technology.
  • The program was a vocational one, leading to certificate.

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Data gathering

  • Data was gathered by administrating electronically prepaired questionairre (55 items)
  • Factor analysis was employed to extract factors that could describe features of e-learning system perceived as important for quality, in simpler and more clear way.

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Frequency

Percent

Country

-

1

1.4

Bosnia

12

17.4

Montenegro

1

1.4

Czech Republic

1

1.4

Croatia

1

1.4

Italy

3

4.3

Macedonia

1

1.4

Norway

1

1.4

Sweden

1

1.4

Slovenia

1

1.4

Serbia

45

65.2

UK

1

1.4

Total

69

100.0

Learners by country of residence

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Frequency

Percent

Gender

Male

46

66.7

Female

23

33.3

Total

69

100.0

Learners by gender

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Frequency

Percent

Professional user

Yes

46

66.7

No

23

33.3

Total

69

100.0

Learners by professional usage of computer

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Frequency

Percent

Daily use

Yes

67

97.1

No

2

2.9

Total

69

100.0

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Frequency

Percent

Time

Up to 1 hour

4

5.8

Up to 2 hours

13

18.8

Up to 8 hours

6

8.7

At least 4 hours

28

40.6

over 8 hours

17

24.6

Very rarely

1

1.4

Total

69

100.0

Computer usage frequency

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Frequency

Percent

Level

University

14

20.3

High School

10

14.5

Elementary

2

2.9

Vocational, 4 yrs

25

36.2

Vocational, 3 yrs

8

11.6

College

10

14.5

Total

69

100.0

Learners by educational level

Daily time online

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Factor

Decsription

1

Content quality and relevance

2

E-learning as a way of quality and motivating interactive learning

3

Technical quality of the system and infrastructure

4

Degree of multimediality

5

Time management, asked guidance and offline help for students

6

Time-saving feature of the system and practical application of the knowledge

7

Communication with classmates

8

Active participation in electronic communications

9

Importance of blogs

Factor descriptions