Abstract:

This research project allowed us to validate an instrument to measure user satisfaction with an online course platform. It also helped us broaden its application for use with university graduate-level training programs rather than occupational and technical training.

The instrument, which was tested on graduate students at a leading school of public administration, allowed us to measure users’ satisfaction with regard to:
i) their learning performance,
ii) their asynchronous interactions,
iii) the quality of course content (45 hours of online training and independent work),
iv) the effectiveness of the electronic content delivery system,
v) and its level of personalization.

The system is widely used by universities and other Canadian educational institutions and is a very popular such systems worldwide (the Moodle system is used in some 220 regions around the world).

We used a quantitative (i.e., positivist) methodological approach in this research. A literature review was first conducted to identify the variables of the model. We then systematically translated the items in five stages in accordance with best practices in this field. We then drafted a questionnaire and pretested it until we reached comment saturation. The data compiled in that six-week period was then analyzed using statistical processing software.

Analysis of the data collected from 158 out of a possible 538 respondents from in Canada, Haiti, and Djibouti allowed us to rule on the reliability and the content, discriminant, convergent, and nomological validity of the variables. The results show very strong relationships between user satisfaction and its determinants: the learner interface, the learning community, content, personalization, and the learner performance monitoring system.

Keywords:

e-learning, user satisfaction, project management, education, Measurement.