OPEN LEARNING: A Qualitative Study Exploring Important Aspects of a Custom Learning Application’s Design
Author
Kuncar, Zdenek
Term
4. term
Publication year
2016
Pages
64
Abstract
Dette speciale undersøger det skræddersyede, webbaserede læringssystem OPEN LEARNING i en uddannelseskontekst, hvor LMS’er og blended learning er udbredt. Formålet er at identificere vigtige aspekter af systemets design, så kommende redesign bedre kan imødekomme behov hos studerende, lærere og virksomhedens medarbejdere. Studiet er kvalitativt og forankret i designbaseret forskning for at forbinde teori og praksis, mens brugercentreret design styrer selve designfasen. Data om brug i virkelige kontekster indsamles fra studerende, lærere og medarbejdere, herunder interviews og en online spørgeskemaundersøgelse blandt studerende (jf. bilag). Analysen belyser lærernes rolle som vejledere og motivatorer i et konstruktivistisk, blended læringsmiljø, systemets rolle i undervisningen samt hvordan interaktioner mellem brugere og system udfolder sig. På den baggrund identificeres centrale designområder og der diskuteres forslag til løsninger på observerede problemer. De detaljerede anbefalinger præsenteres senere i afhandlingen og har til formål at understøtte en informeret videreudvikling af OPEN LEARNING.
This thesis examines the custom, web-based learning system OPEN LEARNING within an educational context where LMSs and blended learning are widely used. The aim is to identify important aspects of the system’s design to inform a redesign that better serves students, teachers, and company staff. The study is qualitative, grounded in design-based research to link theory and practice, with user-centred design guiding the design phase. Data on real-world use are gathered from students, teachers, and employees, including interviews and an online student survey (as documented in the appendices). The analysis highlights teachers’ roles as guides and motivators in a constructivist, blended learning model, the system’s role in lessons, and how user–system interactions unfold. Based on this, it surfaces key design areas and discusses proposed solutions to observed issues. Detailed recommendations appear later in the thesis and are intended to support an evidence-informed redesign of OPEN LEARNING.
[This summary has been generated with the help of AI directly from the project (PDF)]
Documents