Usability Issues and Support Needs: What is Important to Ghanaian Learners

John Kwame Boateng (PhD)School of Continuing and Distance Education,

Legon, Accra, Ghana.

TAKORADI CENTRE

CAPE COAST CENTRE

COMPUTER LAB

BACKGROUND• College of Education

School of Information and Communication StudiesSchool of Education and LeadershipSchool of Continuing and Distance Education (SCDE)

- 12 Learning Centres in Ghana including…- Cape Coast Centre (CCC)- Takoradi Centre (TC)

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BACKGROUND• Traditional residency and Distance Education • Degree and non-degree programs • Activities in civic and community engagement• Includes annual “New Year School and Conference” (Provides civic education since 1939)• In the past, DE courses and programmes provided as printed modules (course packs)• Now DE courses provided in a hybrid mode of online presence and

face-to-face tutorials

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GOALS OF THE SCDE

• Respond to needs of adult learners in use of technology for developing essential knowledge, skills, and attitudes for lifelong learning.

• Seek international collaborations to improve standards, quality assurance and consistency in learning programme delivery.

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CURRENT STATUS• Piloting Sakai from 2014/15 year.• Rolling out distance education program at the Cape Coast

Centre in 2015.• Meet growing demand of working adults and others who

have difficulties accessing conventional education due to lack of flexibility course timing and location.• Provide learning opportunity for employees, minorities,

dropouts and physically challenged people.

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The study investigated two research questions:

• What common (mostly occurring) usability problems confront learners’ and prevail in an e-learning environment/intervention?

• Which of these usability problems should be taken into account in the design and management of a centre-based e-learning programme for adults?

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LITERATURE REVIEW

• Chang, (2011) argues that designers must incorporate usability evaluation in designing e-learning applications• Suwannawut, (2011) argues for “accessible design” • Babu & Singh, (2013) demonstrate that…– Unique problems and challenges of specific user types in using Web-

based applications– Users' web interaction challenges – No clear understanding of the utility for specific user types

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CURRENT RESEARCH STUDY OBJECTIVES

• Examine adult learner perceptions about the common usability problems that prevail in adopting solutions for a start up e-learning intervention

• Identify the kinds of usability issues that should be taken into

account in the design and management of a centre-based e-learning programme for adults

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In this presentation…

Methodology, results and discussion presented for :

Base line study conducted in Ghana on usability issues.

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Districts Locations in Central Region of GHANA

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Distance Accra to Cape Coast = 150 miles

Methodology: Baseline survey from Respondents in Ghana

• Survey of respondents in two districts in Central Region of Ghana - Population = ~ 500-600 adult students - Survey sample size = 150• Respondents also provided opinion on statements of importance in e-learning

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Quantitative Data:Survey Used Summary

• Questionnaire based on Likert scale- Strongly agree =5 - Agree =4- Not sure = 3- Disagree = 2 - Strongly disagree = 1

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Focus Groups in Two Districts ofCentral Region

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Definitions for Variables

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• Learnability: Signifies how a new user can begin efficient and error-free interaction with the e-learning system • Usable content and resources: How easy it is for learners

to find and retrieve important content and use communication resources and tools properly• Visual design: The way a piece of artwork, a room, video,

photo or other artistic subject is composed and appeals to the human eye in the e-learning system• Media use: Refers to issues about the effective use of the

electronic media• Learner guidance & support: Support and guidance

provided to learners to successfully learn online

Definitions for Variables

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• Instructional assessment: Assessments presented in formats in which all learners can demonstrate their levels of mastery• Interactivity: The way common interactive tools are used

effectively to engage learners• Consistency: Consistent treatment of graphical assets,

navigation and feedback with the e-learning interface• Access issues: Variety of people able to use the e-learning

system• Accessibility: Level of access for the individual of the e-

learning system

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Fig 1. Important Usability Issues (baseline)

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Access issues

Accessibility

Consistency

Visual design

Interactivity

Content and resources

Media use

Learn ability

Learner guidance and support

Instructional assessment

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Mean Response

Table 1a. Usability Needs of Adults for E-Learning

Usability needs of adults for e-learning

N Mean Std. Deviation

Interface is simple and intuitive 150 4.1 1.03Multi-media is interactive and Use visual cues 150 3.9 .86

Lessons are concise, succinct and brief

150 4.2 .95

Activities are engaging and entertaining

150 4.3 .80

The context is relevant and content is meaningful

150 4.1 .97

Delivery is effective, right intime and to the point

150 4.1 .9121

Table 1b. Usability Needs of Adults for E-Learning

Usability needs of adults for e-learning

  N  Mean Std. Deviation

Cognitive load and design are minimized

150 4.1 .99

There is consistency 150 4.2 .22

Navigation is usable and obvious

150 4.1 .93

Real world conventions are followed

150 4.3 .86 

Mastering Technology 150 4.5 .7622

SUMMARY OF FINDINGS

1. Mastering technology is a usability need to enable users successfully engage in online learning

2. Learnability expressed as the most important usability concern in e-learning

3. Learning content and resources must be cohesive with design being consistent throughout and must have a focus

4. Effective interactivity, with discussions and collaborative assignments, are good to be used

5. Accessibility issues of significance learning attainment, communication, web interface, and inclusiveness

6. Usability issues of significance include learnability, media use, content and resources, consistency etc

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SUMMARY OF FINDINGS

1. Directions and navigation must be instantly recognizable and obvious

2. Course environment should be easy 3. Design of instruction, should incorporate challenges, rigor and

moments for reflection4. Principles of good web design to co-exist in harmony with the

course environment for effective student learning

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CONCLUSIONS

1. Study confirmed several best practices for use by instructional designers:

a. Simple and intuitive interface design b. Interactive multi-media c. Short lessons and modular in form d. Engaging and entertaining contente. Meaningful content that is relevant to the context f. E-learning system that enhances effective delivery

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IMPLICATIONS

• Awareness of the significance of usability in e-learning and the mindset to integrate usability agenda into the course during the planning phases. • Understanding that usability issues in e-learning affects

both the physical environment of the website and the type and form of the content employed by the course

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IMPLICATIONS OF RESEARCH ON E-LEARNING FOR AFRICAN COUNTRIES

• Lessons learned informs education to fill niche of adult learners in Cape Coast.• E-learning can be optimized to know what factors are essential and what can vary.• Model, lessons learned and best practices adapted for other locations in distance learning courses.

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FUTURE RESEARCH CONSIDERATIONS

• Examine role of other factors in adult student learning and satisfaction

- effects of student familiarity with computer technology and online learning - use of graduate students to support faculty to achieve improved learning outcomes and satisfaction - use of recorded videos to enhance interaction

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ACKNOWLEDGEMENTS

• This study was supported by:

• The office of Research Innovation and Development (ORID), The University of Ghana

• The University of Michigan’s African Presidential Scholars (UMAPS) Program of the African Studies Center

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THANK YOU!