Business Information System Factors that influence the satisfactory experience of learners for online learning

ANALYSIS...3 Satisfactory learning experience for online learning...3 Factors that influence the satisfactory experience of learners for online learning...4 2.1 Interaction...4 2.2 Joyfu

BUSINESS ANALYSIS

REPORT

Student Name

Le Viet Anh Khoa - S3877772 Dang Nguyen Phuong Linh - S3878678 Nguyen Tran Thanh Vi - S3877522 Nguyen Phuong Thuy – S3877875 Nguyen Thi My Duyen - S3883725

Table of Contents

BUSINESS ANALYSIS REPORT

ANALYSIS 3

Satisfactory learning experience for online learning 3

Factors that influence the satisfactory experience of learners for online learning 4

2.1 Interaction 4

2.2 Joyfulness 5

2.3 Usability 5

Technological tools and their features that could be adopted for online learning satisfaction 6

3.1 Learning Management System (LMS) 6

3.2 Communication tool 7

3.3 Competitive platform 8

RECOMMENDATIONS 8

CONCLUSIONS 11

REFERENCES 12

APPENDICES 17

INTRODUCTION

According to WHO, the first Covid 19 outbreak was reported to be in December 2019 in

Wuhan, China There have been approximately 90 million Covid 19 cases and nearly 2 million deaths worldwide caused by the virus (WHO n.d) From there it has become a pandemic all around the world, forcing countries to shut down a lot of their national business such as

education, tourism and everyone has to practice social distancing As a result, online learning was considered to be the best option during the pandemic According to the Oxford dictionary,

online learning or e-learning is defined as “a system of learning that uses electronic media, typically over the internet” E-learning has made an huge impact on its users and the education system Institutions have to upgrade their IT skills in order to provide knowledge for students

on technology-based systems Students need to adapt to the new foundation of learning

The below report will analyze the factors which affect e-learning and provide insightful

recommendations for the better model Particularly through two major sections in this report: Analysis – defining and identifying elements that is satisfactory learning experience for e-learning and Recommendations – state the disadvantage sides of e-e-learning and suggest

improvement for better models

ANALYSIS

Satisfactory learning experience for online learning

Student satisfaction is described as the favourability of a student’s subjective evaluation of the various outcomes and experiences associated with education (Elliott & Shin 2002) With a view to the current context of Covid-19 as lessons being switched online, it is expected that students will benefit from the same kind of satisfaction as well According to Bates (1997), the primary factors behind using online learning are not only to improve access to education and training, and quality of learning, but also to reduce the cost and improve the cost-effectiveness

of education Once the efficacy of experiences is seen worthwhile, a satisfying sense of feeling will soon settle in Lin & Chen & Fang (2011) found that students are more likely to perceive a system that offers the desired services, perceived ease of use, perceived usefulness, perceived quality, and perceived value And if those are responded, it will result in online learning

success for continuance usage On the other hand, the use of e-learning systems takes

advantage of valuable information provided by their familiar users (and/ or evaluators) to improve a given course or program (Bolliger 2004)

Factors that influence the satisfactory experience of learners for online learning

2.1 Interaction

Interaction is one of the most significant and indispensable factors when forming satisfactory learning experiences of online learners Hillman & Willis & Gunawardena (1994) put a

definition for “Interaction” as Engagement in learning In terms of maintaining student

persistence in courses, Berge (1999) suggests that interaction is important to learner

satisfaction Also, the ability to keep in touch with each other while online will abandon

students’ feeling of isolation Especially given the current context - social distancing, this

should be really put into consideration If interactive components are not presented within online platforms, it could potentially make up for conflicts or problems between people

Otherwise, according to Moore (1989), interaction among participants and experts likely

would include collaboration among teams of online students discussing the problem of the week through a threaded discussion or on a group list A smooth stream of shared knowledge and ideas generated, as a result, not only helps students with better expressing themselves but also getting work done promptly Moreover, research by Lake (1999) argued that online

discussion encouraged introverts and students of non-Western cultures-who are more reflective and who tend not to respond so quickly on face-to-face sessions-to express their views, as discussing online gave them more time to consider others’ views and write their own

responses That is exactly true when applying to the Vietnamese pupils and that also motivates confidence toward productive actions, hence, learners will benefit from a sense of satisfaction

by the capability to engage and to interact

2.2 Joyfulness

Student joyfulness is another crucial factor that can impact satisfaction in online learning

experience According to the Oxford English Dictionary, joy is described as a brilliant emotion

of pleasure Creating joy in the class can make students learn more and also learn faster

(Prakash 2017), which means designing a joyful learning course, especially e-learning course

is necessary for teachers nowadays due to the Covid-19 Badri, M, Nuaimi, A, Guang, Y,

Sheryani YA & Rashedi A (2018) claimed that lack of joyfulness in class can directly affect not only to student’s growth but also to student’s performance It leads to student’s dissatisfaction and makes their study become difficult Moreover, they also said that if students feel happy, they will solve the problem better and increase their self-efficacy (Vicky & Peter 2015)

Anggoro, Sopandi & Sholehuddin (n.d.) states that joyful recognition is a good influence on motivating learners In addition, promoting motivation is one of the factors for efficient

education to make students desire to take part in, learn from activities Therefore, if joyfulness

is applied to e-learning courses, students will be more satisfied and perform better

2.3 Usability

Usability is viewed as another key factor that impacts satisfaction in online learning It is

known that performance, efficacy and happiness are the key dimensions of usability

(Panagiotis 2004) According to Hosam, Bee, Ahmed & Nasser 2017, the usability of

e-learning systems can increase the student’s performance If students receive a positive usability

in learning, they will be satisfied with the lessons and continue studying Besides, Joo, Lim & Kim (2011) state that usefulness is associated with the quality of content of lessons, hence, creating interesting content to attract students is a challenge for lecturers The students will have more motivation if the content of lesson is interesting them and make they perceive some personal relevance with the content (Karl & James 2006)

Usability of learning programs determines how learners judge their learning experience, if e-learning system usability is poor, learners struggle to use the system in their effort to use it Therefore, higher education should consider improving these aspects of e-learning to enhance students’ satisfaction

Technological tools and their features that could be

adopted for online learning satisfaction

To meet the students' learning needs, there are a variety of available technological tools that can help them achieve the desired satisfaction level Consequently, the three distinctive:

learning management system, communication tool and competitive platform along with their key features would considerably influence on online learning experience as mentioned below:

3.1 Learning Management System (LMS)

A Learning Management System (LMS) provides course content and tracking learner systems

by an automated appliance Outlined by Kakasevski et al (2008), via LMS, students can view multimedia lectures, communicate with their lecturers and other students in learning

communities, download course materials, take online quizzes and submit homework and

classwork assignments Using an LMS helps teachers be more efficient (Cavus 2015), and helps students be more productive (Aparicio & Bacao & Oliveira 2016) By intelligently

integrated and customized information in a certain way, the learning experience of students has been made much easier than ever before In other words, LMS enhances the practices of

usability in which a website is elaborately created in order to capture learners’ engagement as well as stimulate their interest in the functional learning system Therefore, several

applications have been introduced lately that spark students (or even lecturers) toward

enjoyment and enlightenment The two most familiar apps for e-learners nowadays can not miss Canvas and Moodle Canvas is the fastest growing learning management system in the United States, according to Baldwin & Ching (2019) The display of Canvas is compact and coherent user friendly as there is a mainboard on the left-handed side which is equipped with different features directing you to a specific activity For instance, “Dashboard” with 3 types of views: Card View, List View and Recent Activity act as a first entry for people in order to visibly keep track of their subjects, notifications and upcoming assignments Students mostly optimize the “Course” toolbar in which there are controlling buttons for accessing the specific course module, assignments instruction, marks, quizzes etc In general, Canvas platform has

proved its usability in how well it supports the design of excellent e-learning experiences for students Falcone (2018) Moodle, in comparison, Edutechnica (2019) reports that smaller schools typically utilize Moodle Some benefits of Moodle are the free license to use, the

dynamic ability to be responsive to users’ needs, and the high use around the world This

system, concluded by Kakasevski et al (2008), contains modules (activity tools and blocks) that enable the base things for e-learning, for example multimedia learning contents, events, news, forums, questionnaires, questioning, chat, e-mailing, wiki etc Above all of which, 70%

of the students find the module Quiz of Moodle to be easy and good for checking knowledge (Kakasevski et al 2008) In this case, Moodle has clearly improved user experiences with its usefulness

3.2 Communication tool

To better engage the learners' satisfactory experience while studying online, effective

communication tools such as Google Teams have been implemented In this case, the

Interaction factor is well performed through the ability to connect directly and serve instant demand Additionally, these tools facilitate the collaboration between team members and it only requires a Google account such as Gmail for anyone to access Teras & Teras (2012) contends that Google Meets provides asynchronous video, audio, and online chat platforms that can support students to communicate online or work together simultaneously, regardless of their geographic distributions With such benefits provided, hence, online learners can better and smarter collaborate in engaging learning systems Also, direct communication with all team members at once makes it easier to organize roles and to ask for each other’s help while they are working on their individual sections of the project (He & Huang 2017) In detail, Google Meets has well established the interactive components in developing an online

community

3.3 Competitive platform

Competitive platforms such as Quizziz have been launched to allow learners' satisfying

experience more joyful when learning online Quizizz helps lecturers to do student-paced

formative evaluations for students of all ages in a fun and entertaining manner A quiz can be viewed live as a timed competition or used for homework with a deadline after presenting students with a special access code Students can check their responses after the quizzes have been completed In addition, the resulting data is assembled into a spreadsheet to provide the lecturers with a simple visual of the results of the students to analyze patterns in which areas might need the most focus in the future By having student data tracking, lecturers can easily follow the students' knowledge growth and students also have a self-tracking process to

analyze themselves and the course and to engage with the lecturers and establish a progress plan to their success (James, Paul, Tori, James, Laura & Lisa 2017) Consequently, with these advantages, online learners can work faster and more intelligently to participate in learning processes In depth, Quizizz should be considered as a platform in online learning to increase not only the joyfulness but also satisfaction of students

RECOMMENDATIONS

Acknowledging the advance of technology and the obligatory virtual courses during crisis time like the COVID-19 pandemic, however, many students are still unable to cope with e-learning and are dubious about the educational quality Studying without being present at a specific faculty makes them think that they are being excluded from the academic environment

(Radovic-Markovic 2010) Furthermore, according to Dung (2020), many virtual education courses fail to provide essential support for students and only push content to them via the Internet For this reason, many complaints about the courses’ quality were made, mostly during the nation-wide lockdown period when e-learning was compulsory This phenomenon did not only occur among the below tertiary education learners but also happens to university students Observation within the RMIT environment showed that, in comparison with on-ground

classroom students, students pursuing online learning had higher attrition rates To seek

learners’ commitment, education providers (in this case: RMIT) should find ways to improve the virtual program by eliminating the factors that reduce learners’ contentment (Olaniran 2007) This can be done by adjusting the platform or the tools that are being used in the course

to expand the satisfaction elements.

As mentioned in the previous part, interaction is one of the critical factors that lead to learning satisfaction It helps increase the delight of studying, and interaction among groups also

improves group decision-making ability and overall performance (Watson et al 1991)

Nevertheless, the main communication platform at the moment, Google Meets, is not having any function to support small interactions between teammates Currently, when one is inside a virtual classroom, there can only be one speaker It can be either the lecturer or a specific

student, which means group activities on this platform is impossible That is why our group would like to suggest the first solution is that the app Google Meets (or maybe other

communication platforms like Zoom or Microsoft Teams) should create a new function that allows students to create small groups to work In more detail about this suggestion, the

teacher will have the highest authority, including the ability to start or end group discussion and grant “group key.” The students can form groups and assign a team leader by themselves The teacher will then grant every team leader the “key” to create a group and manage the

member Then, whenever a group activity occurs, the lecturer only needs to start the “group mode,” and the student will be categorized into small groups and will be able to communicate with each other Finally, after finishing the activity, the teacher can turn off the “group mode,” and the class will be back as usual By doing this, the teacher would still be able to maintain the fundamental orders of the class Simultaneously, the students would feel content because they can enjoy group activities and work with people of their choice (Curseu 2013)

Apart from interaction, online-study also requires a platform to coordinate the academic staff and the students This platform is where students can find the material related to the course or the forum to post questions and communicate with the lecturers (Burgos 2020) The usability

of the site would link directly to the contentment of the course Regarding usability, Canvas (the central platform that RMIT is using) has succeeded in achieving learnability and subject satisfaction However, “efficiency of use” and “memorability” are still difficult for students to navigate between lectures and lessons RMIT University should improve this aspect by adding the search function on the front page of Canvas for students to find different classes and

learning materials in Modules Convenience support tools like this would aid the efficiency

and reduce the requirement for memorability every time a user wants to look for a specific thing The improvement will result in an increase in both user satisfaction and stimulation for the activity (Quinones et al., 2018) For example, when students use Canvas to look for

materials about their lessons, but they could not find them, they are likely to be discouraged and lose their intentions of reviewing their lessons On the other hand, students would be more content with the course quality if its instructions and standards are well organized and easy to follow and navigate with the search toolbar (Ahram et al 2017)

To ensure the commitment of the course participants, it is recommended that the creators of the program must find ways to boost the motivation or stimulate the students (Angelo et al 2015)

According to Figure 1, the motivation is created before an action, then the result, and would be

maintained by positive reinforcements (in this case: the feeling of delight and

accomplishment) For the targeted program, we recommend using Quizizz as it allows

lecturers to create questions in attractive games This will help students review their

knowledge after class and practice the new lesson while in class in a more prompt way

Federmeier (2019) has stated in his book that the human brain's cognitive ability will be

enhanced while studying under stimulations Besides, Quizizz also measures their studying time and calculates the number of correct answers by students At the end of each semester, it would deliver a report on individual performance, including the amount of time spent studying, the number of correct answers, etc Based on this result, the top three students could be

compensated accordingly, thus creating a sense of competitiveness among students and

increasing their motivation to study The “Quiz” function is available in Canvas, but it is not attractive and quite dull, so RMIT University should think about combining these two tools for optimal effects Students should be able to link their Canvas accounts with Quizizz and go on

to review their lessons most entertainingly and effectively Also, the individual statistics from Quizziz should be evaluated and considered as a part of the in-class grade With such a chance

to improve the GPA, the student would feel delighted and be encouraged to approach the

lesson in more thorough methods (Vansteenkiste et al 2004) A comment section should be added under each question as a complementary explanation why an answer is right or wrong

By facilitating a game-based learning experience, lecturers can enhance students’ motivation