Assessing the Value of E‐Learning Systems

Citation

Barker, P. (2006), "Assessing the Value of E‐Learning Systems", The Electronic Library, Vol. 24 No. 5, pp. 716-717. https://doi.org/10.1108/02640470610707321

Over the last few years, electronic learning (e‐learning, for short) seems to have taken the world by storm. It is an approach to teaching and learning that is now used widely by schools, colleges, universities and distance‐learning organisations. As well as its use by academics, instructors in public organisations and private companies also now extensively use, and frequently extol, the virtues of e‐learning. However, having said this, and despite its popularity, it is essential that we have some mechanism by which we can objectively assess the value of this approach to instruction. This publication describes one researcher's approach to assessing its worth. The book contains eight chapters which, taken together, cover a broad spectrum of issues ranging from an introduction to the topic through to the provision of a “cook book” to enable readers to implement the proposed theories, methodologies and tools within their own e‐learning environments.

The book starts off with an introductory chapter that discusses the concept of “value” and why we need to have objective ways to assess the worth of an e‐learning system – and information systems in general. In order to measure value an appropriate tool is needed which takes into account the various dimensions of e‐learning systems – technology and support, course, instructor, learners, and so on. Two basic benchmarking tools are proposed: Value‐Satisfaction grids and the Learners' Value Index of Satisfaction (LeVIS). Essentially, these are used to derive effectiveness grids for the systems under study. The second chapter goes on to discuss the relationship between values, beliefs, attitudes and behaviour; like the previous one, this chapter is essentially introductory in nature. It summarises and draws together some of the previous relevant research in these areas in order to synthesise an appropriate foundation upon which to base the subsequent parts of the book. Each of the first two chapters is quite short. In contrast, Chapter 3 (Value, Satisfaction and Effectiveness) is one of the longest. Indeed, the meat of the book really starts in this chapter. It provides a comprehensive literature review of major sources of relevant information. The material presented in this chapter acts as a framework for the rest of what is presented in the book.

In Chapter 4 the author presents a “general conceptual model” that is used to link learners' satisfaction with and learners' perceived value of e‐learning systems in order to assess their perceived effectiveness of such systems. Subsequent chapters then discuss the main assessment tools in more detail: the Value‐Satisfaction Grid (Chapter 5) and LeVIS (Chapter 6). The latter chapter also elaborates on the combination of the two main tools to create effectiveness grids – the tool that provides the ultimate measurement of value. Chapter 7 then describes the case study that was used in order to validate the research model and the framework proposed earlier in the book (Chapter 4). The research methodology employed in the study was based on a three‐phase approach involving: the use of qualitative techniques; a pilot study to check the logistics and instruments involved; and the main study involving the collection and analysis of quantitative data. The final chapter in the book is devoted to an extensive discussion of the findings of the study, its limitations and the main conclusions that can be drawn from it.

Unfortunately, there are quite a lot of stylistic and minor grammatical errors in the book. However, despite these presentational issues, I found this to be quite an interesting publication. It is fairly thorough in its approach and contains a very useful reference section. However, in my view, some background knowledge of statistics is a necessary pre‐requisite in order to get the most out of this work. Although the book is primarily oriented towards e‐learning systems, the evaluation framework that it describes could be generalised and extended to many other types of system. It therefore has value well beyond the field of electronic learning systems – for example, it could, in principle, be used for assessing the value of electronic libraries.