Igor Balaban

Key elements of an e-learning course evaluation survey: An empirical validation

In our previous study we have developed an e-learning course evaluation survey that included 73 items related to the following groups of characteristics: e-learning course content, assessment and self-assessment of knowledge, multimedia and user-interface, communication, personalization, orientedness toward the user, technical and system elements, and general characteristics of the course. This paper brings the results of the empirical evaluation of our survey on a convenience sample of 259 students. The Cronbach alpha coefficients for the evaluation scales of this survey were calculated and two different methods were also used to validate the measurement instrument: Structural Equation Modelling (SEM) and Partial Least Squares (PLS) SEM. As a result, a valid and reliable measurement model was created that can be used for improvement of individual online courses.

Usability Metrics for Gamified E-learning Course: A Multilevel Approach

This paper discusses the effect of a gamified learning system for students of the master course on Web Design and Programming performed at the Faculty of Organization and Informatics. A new set of usability metrics was derived from web-based learning usability, user experience and instructional design literature and incorporated into the questionnaire which consists of three main categories: Usability, Educational Usability and User Experience. The main contribution of this paper is the development and validation of a questionnaire for measuring the usability of a gamified e-learning course from students’ perspective. Usability practitioners can use the developed metrics with confidence when evaluating the design of a gamified e-learning course in order to improve students’ engagement and motivation.

Development of a Model to Assess the Digitally Mature Schools in Croatia

This paper shows key steps in the development of a Model for Digitally Mature Schools in Croatia and reveals the results of assessment of digital maturity of schools in Croatia. In total, 151 primary and secondary schools were assessed against maturity levels using the instrument, and two different methods for gathering the data: self-evaluation and external evaluation. Notable differences were recorded between results of self-evaluation and external evaluation in favour of self-evaluation. Some of the factors that contributed to differences are lack of experience in conducting self-evaluation and additional training for external evaluators in opposition to written guidelines for conducting self-evaluation. The next step is to refine and upgrade the instrument based on comments and suggestions gathered during external evaluation and self-evaluation. Towards the end of the pilot project the final self-evaluation and external evaluation is planned to monitor schools’ progress. In order to lower the differences between results of self-evaluation and external evaluation, besides upgraded instrument, school staff will be more intensively prepared for conducting self-evaluation.