Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform–QoE Analysis
Journal
Journal of Information Technology Education. Research
Date Issued
2015
Author(s)
Malinovski, Toni
Vasileva-Stojanovska, Tatjana
Jovevski, Dobri
Vasileva, Marina
Trajkovik, Vladimir
Abstract
Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources
in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a
videoconferencing platform as Quality of Experience (QoE). Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM) illustrating relations among different variables that can predict positive levels of adult students’ QoE,
thus providing guidelines for proper development. We have tested the model using a survey of
198 primary education school teachers involved in a videoconferencing-based learning program
for teacher enhancement. Results show a good fit to the model developed. The analysis showed
that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction
and ease of participation, as well predicted by students’ motivation to attend
similar trainings. Additionally, we found
that variances in technical quality did
not directly influence their QoE from
the learning sessions.
in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a
videoconferencing platform as Quality of Experience (QoE). Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM) illustrating relations among different variables that can predict positive levels of adult students’ QoE,
thus providing guidelines for proper development. We have tested the model using a survey of
198 primary education school teachers involved in a videoconferencing-based learning program
for teacher enhancement. Results show a good fit to the model developed. The analysis showed
that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction
and ease of participation, as well predicted by students’ motivation to attend
similar trainings. Additionally, we found
that variances in technical quality did
not directly influence their QoE from
the learning sessions.
Subjects
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