Learning Management Systems (LMS) have been the main vehicle for delivering and managing e-learning courses in educational, business, governmental and vocational learning settings. Since the mid-nineties there is a plethora of LMS in the market with a vast array of features. The increasing complexity of these platforms makes LMS evaluation a hard and demanding process that requires a lot of knowledge, time, and effort. Nearly 50% of respondents in recent surveys have indicated they seek to change their existing LMS primarily due to user experience issues. Yet the vast majority of the extant literature focuses only on LMS capabilities in relation to administration and management of teaching and learning processes. In this study the authors try to build a conceptual framework and evaluation model of LMS through the lens of User Experience (UX) research and practice, an epistemology that is quite important but currently neglected in the e-learning domain. They conducted an online survey with 446 learning professionals, and from the results, developed a new UX-oriented evaluation model with four dimensions: pragmatic quality, authentic learning, motivation and engagement, and autonomy and relatedness. Their discussion on findings includes some ideas for future research.
adaptive learning, adaptive courseware, courseware evaluation, faculty barriers, Association of Land-grant Universities
"APLU Adaptive Courseware Grant, A Case Study: Implementation at the University Of Mississippi,"
Current Issues in Emerging eLearning: Vol. 5
, Article 5.
Available at: https://scholarworks.umb.edu/ciee/vol5/iss1/5