Abstract:

A methodology for e-learning successful measurement is presented to be used in the development of e-learning materials. This measurements identify the key stages and step required for the development of effective e-learning materials. Measurements can be fully exploited in education, specially in science and engineering higher education, by the community in order to help and engender beneficial changes in the sector over next years. The study conclusions give some strategies to afford efficiently in next future the main detected “needs”.

The examination of how learners, identified by learning orientation, individually approach and experience learning is an initial step in understanding the dynamics of successful learning, significant learning characteristics, and primary and secondary sources for individual differences in learning. Major study findings showed how the dependent variables, including satisfaction, intentional learning performance, achievement, and learning efficacy, varied by learning orientation, time, and instructional setting in support of the research hypotheses.

This study introduces learning orientation as an important learner-difference variable that helps us examine the cognitive, affective, cognitive, and social influences, a whole-person perspective, on successful learning. The study primary purpose investigates learning and individual learning differences by measuring the complex interplay between learner orientation, lower-order learning processes, and the learning experience. As a secondary purpose, the researcher tested the web learning environment, called the System for Intentional Learning and Performance Assessment, which delivers a "Discovering the Web" course. The System is an instructional research model that adapts to learning orientation, provides successful learning support, and helps learners improve learning ability. This approach replaces the traditional one-size-fits-all mass solution. As a third purpose, this study collected information to guide future research efforts. During the course, the experimental group received guidance for using intentional learning resources.

The quantitative evidence addresses the study central research questions concerning learning and learning orientation as it examines the dependent variable variance, effects, and interactions. Specifically, the results provide compelling evidence that describes the interplay and relationships between the learner’s orientation, a primary learner variable, and learning, teaching, and instructional variables. The Data are analyzed separately as learning orientations and combined as groups in a series of multiple repeated measure unvaried analysis of variance.

Keywords:

e-learning measuring, engineering higher education.