3.3
The conceptual framework for this study is presented in table form (Table 3.2). The first column shows the components of the UX as derived from literature and acknowledged as the user, the system and the context (Hassenzahl & Tractinsky, 2006; Roto et al., 2010). The second column categorises the identified factors that could be found in literature regarding UX of the use of technology. The third column states the proposed factors (propositions) that are more specific to the academic’s UX when using an LMS in an ODL institution. The last column states the evidence as it was found in literature, which is the scholarly support for the propositions made in the third column.
E. de Kock - MSc Dissertation
60 Table 3.2: Conceptual framework for factors that could influence the UX of the academic when using an LMS
Component of UX Principle factors that could influence the UX with the use of technology
Factors that could influence the UX when the academic uses the LMS (Preliminary
Propositions)
Scholarly support - Literature
User – the academic
The academic has certain needs when using the LMS when facilitating online courses
The academic needs to perceive the system as useful
(Koehler & Mishra 2009) The academic needs to perceive the system to
be easy to use
(Al-Busaidi & Al-Shihi, 2010; Salajan et al., 2011)
The academic needs to feel competent and confident when using the LMS
(Laurillard 2008) The academic needs to feel the ability to use
the system independently when facilitating an online course
(Partala & Kallinen, 2012)
The academic needs to feel connected to students and colleagues through the use of the LMS
(Lenz, Diefenbach & Hassenzahl 2013)
The academic needs to find pleasure in mastering the intricacies of the LMS
(Hassenzahl et al., 2000) The academic needs to feel motivated to use
the LMS
(Gautreau, 2011) The academic needs to feel enabled towards
creativity and innovation when using the LMS
(Laurillard, 2008)
The academic needs training to use the LMS (Cant & Bothma 2011); (Siritongthaworn et al., 2006);
The academic needs easy obtainable support (Panda & Mishra, 2007); (Weaver, Spratt & Nair, 2008)
The skills of the academic could influence the UX The academic needs to know how to use all the tools that are offered by the LMS for the facilitation of online learning
(Panda & Mishra, 2007); (Weaver, Spratt & Nair, 2008)
The academic requires the knowledge to choose the correct instructional methodologies
(Panda & Mishra, 2007) The academic requires professional
development interventions to enhance online facilitation skills
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61 Component of UX Principle factors that could influence the UX with
the use of technology
Factors that could influence the UX when the academic uses the LMS (Preliminary
Propositions)
Scholarly support - Literature
The academic needs to align conventional teaching methods to methods suitable for online learning strategies
(Siritongthaworn et al., 2006) (Vermeulen, 2011); (Mishra & Koehler, 2006)
The academic’s predispositions could influence the UX
The academic’s attitude (positive or negative) towards using the LMS could influence the UX
(Albirini 2006; Celik & Yesilyurt 2013; Alkhalaf et al. 2012; Garrote & Pettersson, 2007)
The academic’s needs to be informed on the affordances of the LMS, that is the academic needs to know what could be accomplished by using the LMS
(Ellis et al., 2009; Gamage, Tretiakov & Crump, 2011; Pucillo & Cascini, 2014)
The academic’s expectations of the LMS’s functionality could influence the UX
(Laurillard, 2008);(Hellman & Rönkkö, 2008) The academic’s fear of the use of technology
could influence the UX
(Müller, Law & Strohmeier, 2010; Chetty, 2014)
The academic’s lack of practical experience to use the LMS could influence the UX
(Pajo & Wallace, 2001; Kyei-Blankson, Keengwe & Blankson, 2009; Badawood, Steenkamp & Al-Werfalli, 2013)
Emotional status (mood) of the academic has an
influence on the UX
The academic’s emotional status could influence the UX
(Thüring & Mahlke, 2007; Vermeeren et al., 2008)
The academic’s perceiving of non-instrumental qualities of the system (such as aesthetics, pleasure and fun) could influence the UX which is hedonic experience
(Law et al., 2008; Hassenzahl, Diefenbach & Göritz, 2010; Diefenbach, Kolb & Hassenzahl, 2014; Law, Van Schaik & Roto, 2014)
System - Learning management system
The pragmatic quality :The technical usability of
the system (LMS)
How the academic will experience the
effectiveness, efficiency and satisfaction when using the LMS to achieve specified goals will influence the UX
(Jumisko-Pyykkö & Strohmeier, 2008; Bevan, 2009; Thornton, 2013)
The learnability of the system will influence the UX
(Maguire, 2001b; Weaver, Spratt & Nair, 2008; Kujala et al., 2011)
The flexibility of the system will influence the UX
(Friedman & Deek, 2003; De Lera et al., 2013)
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62 Component of UX Principle factors that could influence the UX with
the use of technology
Factors that could influence the UX when the academic uses the LMS (Preliminary
Propositions)
Scholarly support - Literature
The robustness i.e. responsiveness and recoverability of the system will influence the UX
(McInnis, 2002; Jamlan, 2004; Fresen & Boyd, 2005; Naidu, 2006)
The constant availability of the LMS including the power supply
(Fresen & Boyd, 2005; Botha, Herselman & van Greunen, 2010; Al-Shboul, 2013); (Mallinson & Krull, 2006)
The information security of the LMS i.e. information must not be lost
(Laugwitz, Held & Schrepp, 2008; Hassenzahl, Diefenbach & Göritz, 2010; Sharples et al., 2013)
The response time of the LMS must be swift (Bevan, 1999; Al-Busaidi & Al-Shihi, 2012; Moczarny, de Villers & van Biljon, 2012) The pedagogical appropriateness of the system
(LMS)
How well the LMS facilitates the managing of learning activities
(Kukulska-hulme & Shield, 2004; Vrasidas, 2004; Zaharias & Poylymenakou, 2009; Dias & Diniz, 2012)
The technology must be perceived as
appropriate to use for teaching and learning in an open distance institution
(Cant & Bothma, 2011; Rubin, Fernandes & Avgerinou, 2013)
Hedonic quality of the system The academic’s perceiving of non-instrumental
(such as aesthetics, pleasure and fun) qualities of the system could influence the UX which is the hedonic experience
(Law et al., 2008; Hassenzahl, Diefenbach & Göritz, 2010; Diefenbach, Kolb & Hassenzahl, 2014; Law, Van Schaik & Roto, 2014)
The visually attractiveness of the LMS is
important
(Hassenzahl & Tractinsky, 2006)
Context of use – ODL institution
The ODL context defines strategies to align
relevant curricula with new policies and innovations
The time constraints due to compulsory presentation of multiple modes of delivery which is print based, as well as online distribution of teaching material
(Unisa, 2008; Unisa Operational Plan, 2013; Chetty, 2014)
The ability and knowledge of the academic to follow ODL strategies
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63 Component of UX Principle factors that could influence the UX with
the use of technology
Factors that could influence the UX when the academic uses the LMS (Preliminary
Propositions)
Scholarly support - Literature
Unisa is a large organisational setting with complicated administrative and structural
procedures
Schedule for semesters are tight and academics have to act in accordance with the university’s schedules
(Unisa Operational Plan, 2013)
Academics have to interact with students, tutors and other lecturers by means of the LMS
(Laurillard, 2008)
The time constraints due to administrative
schedules and tasks
(Unisa Operational Plan, 2013)
Available additional technologies to be used with the LMS e.g. rich media and multi-directional,
multi-user, collaborative toolsets in a distributed web-based environment, OER
The academic’s knowledge regarding available media and additional technologies influences the UX
(Cant & Bothma, 2011; Chetty, 2014)
The academic’s access to these media is readily available
(Aktaruzzaman, Huq Shamim & Clement, 2011; Dikshit, Garg & Panda, 2013; Chetty, 2014)
The pedagogical appropriateness of the available media
(Friedman & Deek, 2003; Koehler & Mishra, 2009; Fresen, 2011)
Quality of professional development facilities will influence the proficiency of the academic to use the LMS
The development and support to academics have to be adequate in order to use the online activities and interaction tools
(Louw, 2011); (Louw et al., 2013);
(Unisa Operational Plan, 2013)(Charalambos, Michalinos & Chamberlain, 2004; Panda & Mishra, 2007; West, Waddoups & Graham, 2007)
E. de Kock - MSc Dissertation
64
The conceptual framework demonstrates the components of the UX as the user (the academic), the system (as the LMS) and the context of use as an ODL institution. The principle factors that could influence the UX when using technology are needs, skills, predispositions and emotions of the user. Regarding the system the factors were identified as the pragmatic qualities of the system; the pedagogical appropriateness of the system and the hedonic qualities of the system. The factors regarding the context of use that have been identified as influential towards the UX with the use of technology are the ODL strategies and policies, the considerable administrative and structural procedures which is part of the institution and available technologies with the developmental support to use these technologies. The principle factors were expounded by statements (propositions) in order to represent the situations of the user experiences in the ODL context.
Summary
3.4
This study aims to represent factors that influence the UX of academic lecturing staff in their endeavour to facilitate courses online with the use of an LMS in an ODL institution. In order to achieve this aim, a literature study was conducted as a prelude to constructing a conceptual framework that would guide the exploration in the case study. Components for the UX were identified as the user, the system and the context. Factors were derived from literature and grouped under the relevant component towards answering of the sub research question 2.
From these insights a draft conceptual framework was constructed. This initial draft was validated by five experts and their feedback was incorporated in it. An updated version of the conceptual framework, presented in this chapter, guided the further exploration to determine how these revised factors were experienced by the academic lecturing staff as users in the context of an ODL academic institution (Shields & Tajalli, 2006). This contextualised the framework towards presenting the UX of academic lecturing staff in the use of an LMS tool in an ODL institution and thereby answering the main research question.
E. de Kock - MSc Dissertation
65
RESEARCH DESIGN AND METHODOLOGY
CHAPTER 4:
CHAPTER CONTENT:
4.1 Introduction 4.2 Research Process 4.3 Research Philosophy 4.4 Research Strategy 4.5 Research Method 4.6 Ethical considerations 4.7 SummaryE. de Kock - MSc Dissertation
66
Introduction
4.1
The aim of this study is to represent factors that influence the UX of academic lecturing staff in their endeavour to facilitate courses online with the use of an LMS in an ODL institution. In order to realise this aim, components of UX were adopted (Hassenzahl & Tractinsky 2006) and factors identified that influence the UXs of academics when they use an LMS to facilitate learning in an online environment in an ODL institution. The literature engagement (Chapter 2) led to the construction and validation of a conceptual framework presented in Chapter 3.
This chapter outlines the research design and methodology used to conduct the study towards answering the research question which reads as follows:
How can the UX of academic lecturing staff in their endeavour to facilitate courses online with the use of an LMS in an ODL institution be represented?
The sub research questions dealt with, reads as follows:
Sub research question 1: What are the components of the UX when using an LMS?
Sub research question 2: What are the factors that will influence the UX when using the LMS in an ODL institution?