STRATHMORE UNIVERSITY
COMPARATIVE STUDY OF THE E-LEARNING PLATFORMS USED IN
KENYAN UNIVERSITIES: CASE STUDY OF JOMO KENYATTA
UNIVERSITY OF AGRICULTURE AND TECHNOLOGY AND UNITED
STATES INTERNATIONAL UNIVERSITY
By
OMONDI OSCAR ODHIAMBO
A Project thesis submitted in partial fulfillment of Master of Science in
Information Technology.
Declaration
I certify that this dissertation is my original work and all material in this dissertation which is not mine has been identified. I furthure certify that no material has previously been submitted and approved for the award of a degree by this or any other university
This dissertation is available for library use on the understanding that it is copyright material and that no quotation from the dissertation may be published without proper acknowledgement.
Signed ……….. Date ……….
OMONDI OSCAR ODHIAMBO.
Registration No. FIT/047572/06
This project report has been submitted for examination with my approval as the university supervisor.
Signed ………. … Date……….
Freddie Acosta, PHD
Senior Lecturer, Faculty of Information Technology Strathmore University.
Acknowledgments
I greatly acknowledge the support and guidance given by my supervisor Dr.Freddie Acosta in the research orientation and study of the subject.
I also acknowledge the crucial support given by the students of both United States International University and Jomo Kenyatta University of agriculture and technology, the Jomo Kenyatta University of Agriculture e-learning Administrator Mr.Tyrus Muya, lecturers Dr.Kihoro and the Director of elearning centre (Jomo Kenyatta University of Agriculture and Technology) Professor Kangethe in providing technical guidance on elearning aspects and the insights given on the recommendations for elearning platforms respectively.
My acknowledgement too goes to my parents Mr and Mrs Omondi for their support encouragement and prayer.Without your support mum and dad, i could not have achieved this.May the Lord richly bless you.
My ICT department collegues at the Ministry of Information and Communications-Kenya Gladys,Nicholas and Musasia you made it possible.Thanks.
ABSTRACT
Kenyan universities have implemented elearning technologies and this has been done by incorporation of open source and commercial based elearning platforms. However despite the implementation of these platforms as content delivery channels, students have different perceptions in regard to usability of the platforms and interactivity of these very platforms. The research project took a case study of Jomo Kenyatta University and Agriculture and United States International University which uses Moodle e-learning platform and WebCT elearning platforms respectively.
The objectives of this research was to evaluate the students’ usability and interactivity perceptions on both Moodle and WebCT elearning platform and to also develop a framework to change the student's perception and encourage student's acceptance making the system more appealing to them.
In this research Software Usability Measurement Inventory (SUMI) an evaluation method was used to evaluate usability perception. SUMI has been used because it approaches the evaluation from the end users’ perspective. To evaluate interactivity the research used Interactivity parameters that should be embedded on the elearning platforms linear interaction read, listen and watch, response-practise and feedback, create and generate that is forums and realtime communication. The research was done through interviews and questionnaires. The interviews were used to get more detailed data from the students and lecturers.
The analysis of the feedback from the research reveals that students from both Jomo Kenyatta University and agriculture and United states International University have high perceptions that the elearning platforms implemented in their institutions are not interactive and have low usability capabilities .This research recommends the features that need to be incorporated through a guideline framework that will help increase the perception of students on interactivity and usability of the elearning platforms implemented in learning institutions.
TABLE OF CONTENTS
Acknowledgments... iii
ABSTRACT ... iv
List of Figures ... vi
List of Tables ... vii
Defination of terms ... viii
CHAPTER 1 ... 1
INTRODUCTION ... 1
Problem statement ... 4
Objective of the research ... 4
Specific objectives ... 4 1.4 Research questions ... 4 1.5 Hypothesis... 5 CHAPTER 2 ... 6 LITERATURE REVIEW ... 6 CHAPTER 3 ... 12 RESEARCH METHODOLOGY ... 12 Research design. ... 12 Sampling (Target) ... 12 Justification ... 12
Sample calculation for United States International University ... 13
Justification of the sample size. ... 13
Sample calculation for Jomo Kenyatta University of Agriculture and Technology ... 13
Justification of the sample size ... 13
Tools for data collection ... 15
Data recording ... 15
Data analysis ... 15
CHAPTER 4 ... 18
PRESENTATION OF RESEARCH FINDINGS ... 18
CHAPTER 5 ... 41
CONCLUSION AND RECOMMENDATION ... 41
Recommendation ... 42
References ... 51
List of Figures
Fig 4.1 Current organization structure of both moodle and WebCT………..19
Fig 4.2 Evaluation analysis of usability of moodle platform Using SUMI method……… 21
Fig 4.3 Moodle platform snapshot showing lack of help menu ……… 22
Fig 4.4 Moodle platform snapshot showing lack of user control……… 23
Fig 4.5 Evaluation of interactivity perception of moodle platform………25
Fig 4.6 Moodle platform showing level of interactivity……… 26
Fig 4.7 Moodle platform snapshot showing availability of forum component…… 26
Fig 4.8 Evaluation analysis of usability of WebCT platform using SUMI……… 30
Fig 4.9 Snapshot of WebCT showing its efficiency in content delivery………… 31
Fig 4.10 Snapshot of WebCT platform showing the difficulty in finding help…… 32
Fig 4.11 Snapshot of WebCT platform showing the difficulty in search option… 33 Fig 4.12 Evaluation of interactivity of WebCT platform……… 35
Fig 4.13 Snapshot of WebCT showing availability of forum component………… 36
Fig 4.14 Snapshot showing the lack of linear interaction ……… ………37
List of Tables
Table 3.1 Respondents distribution at Jomo Kenyatta University………...14 Table 3.2 Respondents distribution at United states International
University……… ...14 Table 4.1 Frequency analysis of usability perception of moodle platform………….20 Table 4.2 Frequency analysis of interactivity perception of moodle platform………24 Table 4.3 Frequency analysis of usability perception of WebCT platform………….28 Table 4.4 Frequency analysis of interactivity perception of moodle platform………34 Table 4.5 Snapshot of usability hypothesis testing using ANOVA ………....39
Defination of terms
E-learning platform: container that delivers the content to the student for learning through the
internet.
Pedagogy: This is the art or science of teaching.
E-learning: The aspect of using ICT technology to the learning process in institutions. Micromedia: Quick audio or video messages published to a trusted social community. Usability: The measure of a product’s potential to accomplish the goals of the user.
Interactivity: This is the level to which users of software or website can communicate for a
specific purpose.
Passive interaction: Level of interaction where the user of software does not respond to the
system.
Linear interaction: The interaction that involves navigation through the site to read, listen or
watch.
Context specific help: Help component on a website or software that is easy to find understand
and use to the users.
SUMI-Software Usability Measurement Inventory
Internet: An international computer network connecting universities, research institutions,
government agencies and business.
AHP: Analytic hierarchy process.
Moodle- Modular Object-Oriented Dynamic Learning Environment WebCT-Web Case Tools
CHAPTER 1
INTRODUCTION
1.1 Background of the study
Universities are in the process of acquiring technology to help them in their core objective which is teaching. Some of the technologies applied in universities include networking, development of computerized management information systems and elearning.Among these, e-learning is the technology that helps in teaching where the internet is used as a medium between the teacher and the student.E-Learning encompasses freedom, flexibility and the power to break free from the conventions of traditional learning methods.
Commonly known as online learning, eLearning does not require physical classroom attendance. Via the Internet, the learning experience is delivered to the user personably and effectively. Willis (1995) considers distance education as taking place when a teacher and students are separated by physical distance, and technology that is voice, video, data, and print often in concert with face-to-face communication is used to bridge the instructional gap.
E-learning platforms that have been implemented to help in learning include atutor, dotlrn,ilias,lon-capa, moodle, openuss.
Kenyan universities have implemented the e-learning strategy to reach out to their students.This has been made possible by the networking that has taken place in the institutions and the connection of the institutions to the internet. Kariuki (2006) states that if the websites analysis is something to go by, it is justifiable to conclude that in Kenya, Institutions are a distance away from reaping the benefits of eLearning.The reaping of the e-learning facility greatly rely upon the usability of the elearning platforms and the interactivity of the contents provided on the elearning platforms.This triggered the need to carry out this research to find out what exactly is the perception of the stakeholders of the platforms implemented in the institutions to facilitate elearning.
Mandinach (1984) states that fundamental to any evaluation, however, is the identification of key questions reflective of the needs of the stakeholders, decisions on appropriate constituencies, methodology, measures, data collection methods, and designs.
Institutions are adopting existing platforms, not building new ones hence they are not built for very specific audience. This type of development is called out of the box development. The out of box development approach needs a high customization level, the tutor level and the student level therefore leaving out the needs of the end user.. If the user gets frustrated by the e-learning platform, the user cannot leave it; but has to bear with it. It points out the need to assess the user perception of the e-learning platforms and not only the efficiency of the product.
However despite the implementation of these platforms as content delivery channel students have different perceptions in regard to usability and interactivity of these platforms. Usability is the measure of the elearning platforms potential to accomplish the goals of the end user while interactivity is the two-way communication that takes place between the student and the elearning system. Evaluating user perceptions in elearning technology is a very vital aspect because it gives insights on what actually the users feel about the elearning platforms they are using.
Mandinach (1984) states that Researchers can help stakeholders and institutions make sensible decisions about the questions that result from e-learning.
In the recent past evalutions have been done in the area of elearning and on different elearning platforms and in regard to this (Ardito& Costabile, 2006) states that despite recent advances of electronic technologies in e-learning, a consolidated evaluation methodology for e-learning applications is not available.
The research project took a case study of both Jomo Kenyatta University and Agriculture a public university and United States International University a private university which uses Moodle e-learning platform and WebCT elearning platforms respectively.
Moodle is an Open Source management system which is designed using sound pedagogical principles with an aim of helping educators create effective online learning
communities.Moodle platform can be downloaded and used on any scale from a single-teacher site to a University with 200,000 students.
WebCT is an online proprietary virtual learning environment system owned by Blackboard and it is sold to colleges and other institutions for elearning purposes.It was originally developed at the University of British Columbia by Murray W. Goldberg a member in the faculty of computer science.The name WebCT is derived from the word web-based course tools.
The research was done through interviews and questionnaires. Unstructured interviews were used to get data from the lecturers and questionnaires from the students.
The research has been able to come out with an analysis regarding usability perceptions of the students towards the elearning platfrom and the students’ interactivity perception of the e-learning platforms that have been implemented in Kenyan universities and a guideline framework to change the student's perception to encourage student's acceptance making the systems more appealing to them.
1.2 Problem statement
The low rate of acceptance of the elearning systems in Kenyan universities is making the universities not reap from the technology.
Despite the implementation of the elearning systems in Kenyan universities, there seems to be low rate of acceptance of the technology by students.Kariuki (2006) website analysis on the elearning systems implemented in Kenyan universities shows that the universities are far away from reaping from the adoption. This is greatly determined by the contents and the features of the elearning platforms implemented.When the platforms are pleasing to the users then there will be high usage hence high rate of acceptance.
1.3 Objective of the research
Evaluating the students perception on usability and interactivity of the e-learning platforms used Jomo Kenyatta University of Agriculture and Technology and United States International University.
Specific objectives
i. To evaluate the students’ usability perception of Moodle and WebCT elearning platform.
ii. To evaluate the students’ interactivity perceptions of Moodle and WebCT elearning platform.
iii. Developing a framework to change the student's perception/encourage student's acceptance to make the system more appealing to them
1.4 Research questions
i. What is the extent level of usability of the elearning platforms as regarded by the students?
ii. What is the extent level of interactivity of the elearning platforms as regarded by the students?
1.5 Hypothesis
1. There is no difference as to the perception of students from Jomo Kenyatta University of Agriculture and Technology and United States International University to the elearning platforms
2. There is no difference as to the perception of students from Jomo Kenyatta University of Agriculture and Technology and United States International University as to the usability and interactivity of both moodle and WebCT.
1.6 Aim of the research
The aim of the research was to fact find the reason for poor usage of the elearning systems in the universities by evaluating the students’ usability and interactivity perceptions of the elearning platforms implemented.
1.7 Significance of the research
The significance of the research is that it has come up with an analysis of the Kenyan students’ interactivity and usability perceptions of the elearning platforms with a case study of moodle and WebCT implemented at Jomo Kenyatta University and United States Internation University.This analysis is important to the Universities since it gives them the feedback on what the students feel about the elearning systems.
CHAPTER 2
LITERATURE REVIEW
2.1 Background information about e-learning platforms and the state of elearning in Kenya
Existing empirical evidence demonstrates that the use of Information and Communication Technology (ICT) in the instruction processes is spreading faster than any other form of curricula change and innovation in the world (Gilbert, 1997). Thus, advances in technology have led to a change in the instructional processes
E-learning is the delivery of a learning, training or education program by electronic means involving the use of a computer or electronic device to provide training, educational or learning material.( Berge as cited in Mishra, 2000) states that e-learning environments can be of three types that is using e-learning instruction as a supplement to face-to face instruction, using e-learning in a mixed mode with face-to-face instruction, and using e-learning instruction instead of face-to-face instruction.
To achieve the aspect of elearning, platforms have been developed that act as the content delivery channel to interact with the users and (Stenalt & Godsk ,2000) state that E-learning platforms in most cases are hyper functional supplementing the learning situation by being containers or mediators of communication and learning material.
Ngare (2007) states that Kenya is trying to catch up with other countries in the use of the digital technology to boost learning and that under the New partnership for Africa’s Development (NEPAD) imitative, Kenya launched a pilot project in six schools where students use computers in for learning.Some of the projects include the implementation of elearning to boost nurse numbers in Kenya.The project which began in 2005 aims to upgrade the skills of twenty two thousand Kenyan nurses.
Kenya Institute of Education is on course to localize digital content for Kenya for appropriate use of information and Communications Technology in problem solving, critical thinking and learning.
The Kenya e-learning Centre Initiative which was borne out of a partnership between the Directorate of e-Government, Office of the President and the Global e-School and
Communities Initiative.The national environmental management authority in collaboration with UNEP and other stakeholders are coming together to form an environmental e-learning platform. This platform will help to promote environmental information exchange and enhance environmental learning in line with International agendas such as Education for Sustainable Development. (Kenya E-Learning Initiative ,2008)
Kariuki (2006) states that if the websites analysis is something to go by, it is justifiable to conclude that in Kenya, Institutions are a distance away from reaping the benefits of eLearning.In his research the focus was on the accessibility of the elearning systems from the internet and how some instutions have put links to the elearning systems that do not exist and his conclusion was that institutions need to make sure links are operational and accessibility need to be resolved.
According to Karuiki (2006) institutions are in the business of implementing the technology but however there is poor usage of the elearning systems meaning that the end users are may not be satisfied by what is offered to them.This has to do greatly with the perceptions that the users have towards the elearning platforms and the contents provided on the elearning platform.
Kilemi Mwiria (2007) states that the content of this resources were mainly packaged in the west and majorly not contextualized for the Kenyan and the African content where the training takes place.This greatly affects the level of acceptance of systems implemented since the end users find it hard to use.
2.2The e-learning evaluation exercise
Buzzetto (2008) states that there are numerous tools and features at the disposal of students and instructors, and it is important for the e-learning community to examine both preferences and usage of these features. This means the universities may spend a lot of money in the investment of the elearning technology but if an evaluation is not done on the users perception to examine the usage of the features then it will be very difficult to make conclusions on the impact of the elearning technology which is delivered through the elearning platforms.
In 2005 an evaluation was done in Maryland State University to examine the student perception on various elearning components and this research yielded a lot of results. The
university uses the WebCT elearning platform. Through the research the institution was able to know whether the students appreciate the implementation and use of ICT in educating their students and what the students have to say as far as the elearning components are concerned.
Another evaluation that has been conducted is on the e-Blackboard instructional platform system in terms of students perceptions based on the students interactive behaviour with the ICT-rich learning environment. This research was done in 2007 and the students perception in that this study examined included e-Blackboard ease of use usefulness, attitude, and cognitive behaviour.In giving the results Abdalla (2007) states that the results suggested that the ease of use as well as the usefulness of technology positively influences student’s attitudes towards the system, which in turn determines technology’s effectiveness. Perception of usefulness also significantly influences technology effectiveness.
Another evalution was for SCORM-based course in dotLRN accessible platform which its main focus was to find out the users view on the accessible elearning platform for Europe with respect to whether it is accommodative to users with disability and the language used for communication. It involved using the W3C evaluation methodology which stands for World Wide Web Consortium (W3C).
Abdalla (2007) states that limited studies have evaluated effectiveness of such new technologies. This means that many evaluations are done either to make decisions on which e-learning platform to acquire but very few look at the effectiveness of these platforms or the technologies to the students and the users themselves and. Mandinach (1984) states that fundamental to any evaluation, however, is the identification of key questions reflective of the needs of the stakeholders, decisions on appropriate constituencies, methodology, measures, data collection methods, and designs. This is to mean that whatever the type of evaluation chosen it is the needs of the stakeholders that need to be addressed.
2.3 E-learning evaluation methods
In the area of methods for evaluation. (Chua & Dyson , 2004) states that despite the widespread use of e-learning systems and the considerable investment in purchasing or developing them in house, there is no consensus on a standard framework for evaluating system quality.
Evaluation methods are the criteria used o examine the various aspects in elearning.The widely used models are the AHP and SUMI evaluation model.
The AHP approach has been used before to help in decision making. Colace, Santo and Pietrosanto (2006) states that according to the AHP approach we have to compare the various platforms with each other for every feature and scenario. This approach has been successful in helping to make choices on which platform to acquire for an institution.
The SUMI approach has also been used widely to evaluate the usability perceptions of the elearning platforms to the users .SUMI is increasingly being used to set quality of user requirements by software procurers (Arh and Blazic ,2008). SUMI has also been used to test the usability of the elearning content in moodle elearning platform and e-campus. E-campus is a web-based application, designed for the creation of web-based learning content for different kinds of courses and was intended to carry out web-based and blended learning.Arh and Blazic (2008) state that Software Usability Measurement Inventory (SUMI) is a solution for the recurring problems of measuring user’s perception .
2.4 Usability and interactivity factors of the e-learning platform in the evalution of user perceptions
2.4.1 Usability
Usability of the e-learning platforms to the users is a very important factor which needs to be examined. This is because it is necessary to know the perceptions in regard to using the platforms. Debevc (2000) states that usability is an important factor for the evaluation of e-learning technologies and systems and that for the user of any interactive software, usability is one of the major aspects of the system. Debevc (2000)
states that according to ISO 9241- 11 usability may be defined as the extent to which a product such as software can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use and that there is strong relationship between quality and usability.
Pulichino (2004) states that making sure that some-thing works well and that a person of average ability and experience can use the thing for its intended purpose without getting hopelessly frustrated. He also states that there is overwhelming agreement that usability is essential to e-Learning.
2.4.2 Interactivity
For the elearning platforms to be viewed to be effective then the users perceptions on interactivity of the platforms need to be examined too. This is because interactivity of the elearning platform is what increases the retension level of the students while using the platform in learning.Anaraki (2004) states that more and more eLearning systems are available today, but many of them have limitations that hinder improvement of the effectiveness and societal potential of e-learning.
Qualitative aspects of the evaluation centre around increased initiative in pursuing certain aspects of the courses, measured in terms of number and type of on- and off-web activities done by groups of students without the teacher’s prompting. This means interactivity can only be measured by what is availed to the students in on the platform given to them.
2.5Summary of Literature Review
Information and communication technology is currently used in all sectors of life and learning is one of them. The use of ICT in learning has lead to the introduction of e-learning which is implemented by e-e-learning platforms.
Evaluations have been carried out in the recent past however researchers state that no specific evaluation method has been arrived at to be the best.Among the methods that have been used include the SUMI (Software Usability Measurement Inventory) which looks at usability of the system to the user.
Usability and interactivity of the e-learning platforms are the two major factors that need to be examined because from the two factors it is possible to know the views of the users towards the system.
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Research design.
The research design in this project is the type of a descriptive evaluation.This is because it evaluated the current states of phonemone on the students perception on usability and interactivity of the elearning platforms in Jomo Kenyatta University of agriculture and technology and United States International University.
3.2 Sampling (Target)
Since the research dealt with learning, the target population was the students in the case study universities.
The sample used for the research at United States International University was 245 students and for Jomo Kenyatta University of Agriculture and Technology was 171.
3.3 Justification
Formula for arriving at the sample target.
Research methods and thesis writing by Carmorin.
(
)
[
]
[
(1 )]
1 2 2 P P V NSe P Se NV SS − × + − + = Where: SS- sample sizeN - total number of population V - the standard value of 2.58 Se - Sampling error of 0.01
3.3.1 Sample calculation for United States International University
Population of students using the platform=population of the students in the university
(
)
[
]
[
2.58 0.50(0.5)]
) 01 . 0 ( 3240 5 . 0 1 ) 01 . 0 ( ) 58 . 2 ( 3240 2 2 × + − + = SS 6641 . 1 4 . 32 00005 . 0 2 . 8359 + + = = 2453.3.2
Justification of the sample size.The sample size of 245 calculated was ideal because the total population was subjected to a sampling error to arrive at a statistical estimate that would be possible to survey.This sample size was also subjected to random sampling to make sure that the tartget groups are well respresented.
3.3.3 Sample calculation for Jomo Kenyatta University of Agriculture and Technology
Population of students using the platform is not equal to population of the students Therefore population using the platform = 329
(
)
[
]
[
2.58 0.50(0.5)]
) 01 . 0 ( 329 5 . 0 1 ) 01 . 0 ( ) 58 . 2 ( 329 2 2 × + − + = SS = 6641 . 1 29 . 3 00005 . 0 82 . 848 + + =1713.3.4 Justification of the sample size
The sample size of 171 calculated was ideal because the total population was subjected to a sampling error to arrive at a statistical estimate that would be possible to survey.
3.4 Response rates
3.4.1
Jomo Kenyatta University of Agriculture and TechnologyFrom the sample target 76 students returned the questionnaires and therefore analysis made on the response rate. This sample size was also subjected to random sampling to make sure that the tartget groups are well respresented
Table 3.1 Respondents distribution at Jomo Kenyatta University of Agriculture and Technology
Faculties Department No. of respondents
Faculty of science Mathematics department (Masters) 20 students Mathematics department (Bridging course) 6 students
Computer science and maths and computer
50 students
TOTAL 76 Students
3.4.2 United states International University
From the sample target 90 students returned the questionnaires and therefore analysis made on the response rate.
Table: 3.2 Respondents distribution at United States International University
Faculties Department No. of respondents
School of Arts and Sciences
International relations 15 students
School of Business Administration
Information systems and technology
50 students
International business
administration
10 students
Business administration 15 students
3.5 Tools for data collection 3.5.1 Primary collection tool
3.5.1.1 Questionnaires
The questionnaire used interviews as the primary collection tool. The questionnaires were distributed to the students in the two universities.
3.5.1.2 Interviews
Interviews were conducted to get data which can only be obtained when there is interaction between the researcher and the target population. This was greatly used as a follow up for the questionnaires
3.6 Data recording
Data recording was done by the use of a pen and a paper during interviews.
3.7 Data analysis
Data analysis has been done by use of pie charts which shows the representations of the data.
3.7.1 Justification of using charts for data analysis
Charts have been used in this research because they are helpful in giving summaries in the areas that are being addressed.
3.8 Issues addressed in the research 3.8.1 Usability of the elearning platforms
This research researched on the usability issues relating to the elearning platforms used in Jomo Kenyatta University of agriculture and Technology and United States International University.
The research used SUMI which stands for Software usability Measurement Inventory as the method for testing the usability of the elearning platforms to the users. The usability heuristics looked using this model are:
i. Efficiency: This looked at the students feeling that the platforms are quick and economical.
ii. Affect: This looked at the students feeling that the elearning platform is stimulating and pleasant.
iii. Helpfulness: This looked at the students’ perception that the elearning platforms are communicating in a helpful way.
iv. Control: This looked at the aspect that the platforms are responding in a normal and in a consistent way and assist in the error handling.
v. Learnability: This aspect looked at the ease with which the user becomes familiar with the elearning platforms and whether there are tutorials.
vi. Satisfaction: This aspect looked whether the elearning platform are pleasant to use to the students.
vii. Memorability: This aspect looked at whether the students can establish proficiency of using the platforms when they return at later period to use the platform.
3.8.1.1 Justification of using SUMI method for evaluating usability
Software Usability Measurement Inventory is a solution to the recurring problem of measuring user’s perception of the usability of software. It provides a valid and reliable method for the comparison of products and differing versions of same product as well as providing diagnostics information for future developments.
3.8.2 Interactivity of the of the elearning platforms
This research also looked at the students’ interactivity perception of the elearning platforms. The interactivity of the elearning platforms were measured by availability of these particular parameters. These parameters were compiled by Valiathan (2006).
i. Linear interaction
Listen – Read-Watch.
ii. Create – Generate: Realtime participation presented through the E-Learning platform
iii. Respond – Practice
Based on the learners actions the feed back is given to the student
Characterised by discussion forums, realtime communication, realtime simulated games.
3.8.2.1 Justification for using the parameters for testing Interactivity
The parameters increase interaction between the elearning platform and the user in that they increase the retension level of the user in regard to using the elearning platform.
3.9. Scope and limitations of the research
The scope of the research was limited to students’ of two universities. The universities are Jomo Kenyatta University of agriculture and Technology and United States International Universities which are public and private universities respectively.
The two Universities have implemented moodle elearning platform and WebCT elearning platforms respectivalely.
The limitations of the research were the lack of availability of the United States international University lecturers for interview and the low adoption of the elearning at the Jomo Kenyatta Universtity of agriculture and technology hence the low sample size and response rates.
CHAPTER 4
PRESENTATION OF RESEARCH FINDINGS
4.1 Adoption of elearning in the universities
4.1.1
United States International UniversityThe level of adoption of elearning at United States International University is high with every faculty having its allocation in the use of elearning platforms in reaching its students. The university has adopted WebCT elearning platform which is a commercial based platform.
4.1.2
Jomo Kenyatta University of Agriculture and TechnologyUnlike United states International University, Jomo Kenyatta University’s level of adoption of elearning is low .Afew departments namely mathematics and the computer science are the ones using the elearning platform to reach their students.Jomo Kenyatta University has implemented Moodle elearning platform that is used for the elearning program.
4.2Current organization structure of both WebCT and Moodle Platforms
The research has found out that in both Moodle platforms and WebCT platforms used in both Jomo Kenyatta University of agriculture more emphasize is put in downloading and uploading of notes by the students and lecturers. The figure below shows the overall structure for both platforms. The outer box shows the first level of interacting with the platform through authentication. Inside the outer box there are two boxes that represent the links to other sites and the major components on the platform.The inner boxes represent the core purpose of the platform which is a link to the notes from the lecturer uploaded onto the site and a download component.
Fig 4.1 Current organization structure of both moodle and WebCT Courses offered and notes Links Component Authentication Upload tool Outer core of the platforms Inner core of the platforms
4.3.1 Analysis of usability of moodle platform according to Jomo Kenyatta University of Agriculture and Technology students
The research coded the results got from the questionnaires based on the data got from the questionnaires. The table below shows the distribution of the findings from the respondents
Table: 4.1 Frequency Analysis of usability perception of moodle platform at Jomo Kenyatta University of agriculture and technology
Coding of the questionnaires From students
Usability factors Frequency (Yes) Percentage
Efficiency 39 students 51% Affect: 7 students 9% Helpfulness 2 students 3% Control: 2 students 3% Learnability 4 students 5% Satisfaction: 6 students 8% Memorability 16 students 21% TOTAL 76 100%
Justification for the response rate.
The sample population was subjected to random sampling and this gave it a good coverage.Therefore the low response rate is justified due to the application of random sampling.
Corner (2007) state that If you've got a properly random sample, and the people who respond are just as random within your sample, then you still have a random sample no matter how small the response.
The random sampling in the research ensured statistical representation of the sample size.
4.3.1.1 Explanation of the analysis of the students’ perception on usability
Moodle scores well in the area of efficiency in that the students feel that the elearning platform is quick interms of downloading notes and economical in the sense that they do not need to photocopy notes from handouts that would be given to them by the lecturers but rather download them from the elearning platforms.
Students who use moodle platform urgue that most of their colleagues do not know how to use the facility. This is greatly contributed with the fact that moodle does not have help menu which can help the novice users know how to use the platform. This leads to a low score in the area of helpfulness and learnability.
The students also feel that the moodle platform is not stimulant and pleasing in that it is not attractive and so they are not enjoying using the elearning platform interms of learning and so keep away from it.
The user control aspect of the platform scores low with the student argument that the platform does not give them the opportunity take control of their actions incases that the they select components by mistake.
The students who use the moodle argue that they are not satisfied by the platform interms of elearning and this leads to the poor score in the area of satisfaction.
Usability perception analysis
51% 9% 3% 3% 5% 8% 21% 0% 10% 20% 30% 40% 50% 60% Effic ienc y Affe ct: Hel pful nes s Cont rol: Lear nabili ty Sat isfac tion : Me mor abilit y Usability factors S tude n ts pe rc e p ti on i n p e rcen tag e
4.3.1.2 Snapshots of the Moodle platform
4.3.1.2.1 Snapshot showing lack of help menu
The below snapshot shows the lack of help component on the platform
Fig 4.3 Moodle platform snapshot showing lack of help menu on the platform
The above snapshot shows the lack of a help menu as indicated by the respondents of Jomo Kenyatta University. The students indicate that the platform does not give provision for help showing how to use the system.
This is the help menu has not been installed. The help menu option exist but it is not functional.
4.3.1.2.2 Lack of user control in user actions. (Users validating their actions)
The figure below shows a snapshot of the moodle platform showing lack of user control of actions
Fig 4.4 Moodle platform snapshot showing lack of user control on the platform
The snapshot below illustrates the lack of control of actions by the users when using the system as indicated by the respondents of the research. It shows that the system does not allow users to validate their actions should they select a component by mistake.
In the presence of action validation the user is at liberty to cancel or continue with the operation which might have been chosen deliberately or by mistake.
No validation of users’ action
4.3.2 Analysis of Interactivity of Moodle platform according to Jomo Kenyatta University of Agriculture and Technology students
The research carried an evaluation of the students’ perception on the interactivity of moodle platform and the table below shows the results according to the respondents.
Table: 4.2 Frequency Analysis of interactivity perception of moodle platform at Jomo Kenyatta University of agriculture and technology
Interactivity factors Frequency Percentage
linear interaction (listen) 0 0% Linear interaction (read) 76 students 100% Respond – Practice with feedback 0 0% Forum between students 76 100% Real time communication 0 0%
4.3.2.1 Explanation of students’ perception on interactivity of moodle
Students argue that the moodle platform is very efficient in content delivery but has a passive aspect to interactivity therefore the platform scores more in linear interaction read because it purely text based.
The moodle platform scores low in linear interaction listen with no student giving it a score in its ability to allow them to listen to lessons to increase their retension level The platform scores fairly in the allowance for students to have forums to discuss with each other on topics but scores poorly in real time communication because no student gave it score in its provision to allow realtime communication.
In the area of response- practice and feedback the students argue that it provides a little this aspect mostly backed by a small percentage of those taking bridging course in mathematics since there is provision of exercises offered on the platform but this has not been spread across other programs therefore leading to low percentage response.
Interactivity perception analysis 0 100 0 100 0 0 20 40 60 80 100 120 linear in te ra c ti o n (l is te n) Li near in te ra c ti o n (r ead) R es pond – Pr a c ti c e w ith feedbac k F o rum b e tw een s tudent s R eal t im e c om m uni c a ti on Interactivity factors In ter act iv it y p e rcep ti o n s i n pe rc e nt a ge
4.3.2.2 Snapshot of moodle platform showing level of interactivity
Fig 4.6 Moodle platform snapshot showing level of interactivity on the platform
The snapshot above illustrates the linear interaction without a component to allow for listening and watching. It illustrates the concerns of the students that the moodle platform only offers reading materials and but no listening and watching.
Linear interactivity through reading but no listening and watching
4.3.2.3 Snapshot of moodle platform showing availability of forum component
Fig 4.7 Moodle platform snapshot showing availability of forum component
The above snapshot confirms the availability of a forum component as illustrated by the respondents.These component allows interaction between the lecturer and the student but not in real time.
Availability of forum component
4.4 United States International University 4.4.1 Respondents’ distribution
There was low response to the questionnaires issued out with a certain number of students in departments retraining responding to the survey.
4.4.2 Analysis of usability of WebCT platform according to United States
international University.
Table: 4.3 Frequency Analysis of usability perception of WebCT platform at United States International University.
Coding of the questionnaires
Usability factors Frequency Percentage
Efficiency 46 51.1% Affect: 8 8.9% Helpfulness 9 10% Control: 9 10% Learnability 5 5.6% Satisfaction: 5 5.6% Memorability 8 8.9% TOTAL 90
Justification of the response rate
The sample population was subjected to random sampling and this gave it a good coverage.Therefore the low response rate is justified due to the application of random sampling.
Corner (2007) state that If you've got a properly random sample, and the people who respond are just as random within your sample, then you still have a random sample no matter how small the response.
The random sampling in the research ensured statistical representation of the sample size.
4.4.2.1 Presentation of students perception of the usability of WebCT platform
WebCT is scoring well when it comes to efficiency and in this respect that it is quick and economical. This is to mean that the students feel that thee platforms is quick interms of them downloading notes and economical in the sense that they do not have to have to go to campus to gets notes from the lecturers.
Compaired moodle WebCT has a help menu but the students feel that it is not offering them help in terms of using the platform. This leads to low score on the numbers of respondents in the area of the platform offering help leading to a low score in the area of learnability.
The WebCT platform too doesn’t score well in the area of control with student feeling that the platform does not give them room to validate their actions.
The WebCT platform too doesn’t score well in the area of satisfaction as a usability aspect meaning that the students do not feel that the platform is meeting their needs. It terms of memorability the platform scores low because of the lack of user centered help menu.
Usability perception analysis 51.10% 8.90% 10% 10% 5.60% 5.60% 8.90% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Effic ienc y Affe ct: Hel pful nes s Co ntrol : Lear nabi lity Satisf action: Mem orab ility Usability factors S tud e n ts pe rc e p ti o n i n p e rcen tag e
4.4.2.2Snapshots of WebCT platform
4.4.2.2.1 Efficiency in content delivery and assignments download in WebCT
Fig 4.9 Snapshot of WebCT showing its efficiency in content delivery
The above snapshot illustrate the efficiency of the WebCT platform as indicated by the United States International Univervisity.They argue that the platform is efficient in content delivery and the snapshot illustrates its capability.
4.4.2.2.2 Help for using the webct platform (students have to browse to look for the help again)
Fig 4.10 Snapshot of WebCT showing the difficulty in finding help
The students of United States International University argue that the help menu which is available is not context specific and it is not easy to trace. The above snapshot and the below snapshots illustrates and confirms the difficulty in accessing the help component within the platform.
On click of the help menu it opens on another page and the user have to click on help index again.
4.4.2.2.3 Page triggered by the search option
Fig 4.11 Snapshot of WebCT platform showing the difficulty in search option for help
Showing the difficulty in finding help. Given that you have to have to access another different
4.5 Analysis of Interactivity of WebCT platform according to United States International University students.
Table: 4.4 Frequency Analysis of Interactivity perception of WebCT platform at United States International University.
Interactivity factors Frequency Percentage
Linear interaction (listen) 0 0% Linear interaction (read) 90 students 100% Respond – Practice with feedback 0 0% Forum between students 90 students 100% Realtime communication 0 0%
4.5.1 Presentation of the students’ perception on interactivity of moodle platform
WebCT scores high in the area of linear interaction (read) because the students feel that they can be able to view and navigate around the platform to read the lecturers posting. However it scores low in linear interaction (listen) with no student giving it a score in its allowance to listen to class sessions through the platform.
Unlike moodle the students using WebCT feel that the platform doesn’t offer the aspect of response –practice and feedback type of interaction with no student giving a score on this area.
In the area of forum type of interaction between students the platform scores well with half the respondents acknowledging its provision of this interaction component. However the platform scores poorly in the area of realtime communication meaning that this component has not been incorporated on the platform.
Students interactivity perception 0% 100% 0% 100% 0% 0% 20% 40% 60% 80% 100% 120% L ine ar in te ra c tio n (lis te n ) L ine ar in te ra c tio n (r e ad) R es pon d – P ra c ti c e w it h fee dba c k F o rum bet w ee n s tu den ts Rea lt im e c o m m u n ic a tio n Interactivity factors S tud e nt s pe rc e p ti on in pe rc e nt a ge
4.5.2 Snapshots of WebCT platform
4.5.2.1Snapshot showing availability of forum component
Fig 4.13 Snapshot of WebCT showing availability of forum component a level of interactivity
The students who use WebCT indicate that the platform allows for forum interaction as part of interactiona and the snapshort below illustrates the availability of the forum component
4.5.2.2 Snapshot of WebCT showing lack linear interaction (watch and listen) and create-generate: realtime communication but with a quiz menu option which is not operational
Fig 4.14 Snapshot showing the lack of linear interaction (watch and listen) together with create generate realtime communication component
response and feedback interactive menu menu but not component included
4.6 Data gathered from Lectures (Interviews): Jomo Kenyatta University of agriculture and Technology
4.6.1 Usability
The lectures were of the idea that the e-learning moodle platform should be made more user friendly in that students who have not been able to attend computer classes can find their way out when using it.
The lecturers also noted that that the platform does not give the students the opportunity to control their actions in such a way that should the students click on any component by mistake they can not recover from mistake.
4.6.2 Interactivity
The lecturers noted that the moodle e-learning platform has been left at the passive interaction level. They commented that if the platform is left at the passive level then it will be hard to reap from the elearning technology.
They were of the idea that interactive components be added to the platfoms such as interactive quizzes ,animations, audio, and feedback features that will help the student interact and participate in the learning process.
They suggested that the institution need to invest in multimedia technology so that the platforms can be enriched to increase the level of acceptance to the student.
4.7 Hypothesis testing
Decision rule: If the F-ratio is smaller than the F-critic there no difference hence accept hypothesis and when F-Value is larger than F-critic then there a significant difference hence reject the hypotheis.The data used is the results gathered out of the research on usability and interactivity.
4.7.1 Usability
Table 4.5 Snapshot of hypothesis testing on usability of both Moodle platform and WebCT platform by using ANOVA.
Anova: Single
Factor
SUMMARY
Groups Count Sum Average Variance
Column 1 7 76 10.85714 176.8095 Column 2 7 90 12.85714 216.4762 ANOVA Source of
Variation SS df MS F P-value F crit
Between Groups 14 1 14 0.071195 0.794135 4.747225 Within Groups 2359.714 12 196.6429
Total 2373.714 13
Since the F-ratio of the frequencies of response of students on the usability of both WebCT and Moodle platform is less than the F-critic therefore the hypothesis that there is no difference as to the perception of students of Jomo kenyatta university of agriculture and technology and United states international University in regard to Usability of the platforms is true.
4.7.2 Interactivity
Table 4.6 Snapshot of hypothesis testing on Interactivity of both Moodle platform and WebCT platform by using ANOVA.
Anova: Single
Factor
SUMMARY
Groups Count Sum Average Variance
Column 1 5 152 30.4 1732.8 Column 2 5 180 36 2430 ANOVA Source of
Variation SS df MS F P-value F crit
Between Groups 78.4 1 78.4 0.037667 0.850951 5.317655 Within Groups 16651.2 8 2081.4
Total 16729.6 9
Since the the F-ratio of the frequencies of the students response on the interactivity of both WebCT and Moodle platform is less than the F-critic therefore the hypothesis that there is no difference as to the perception of students of Jomo kenyatta university of agriculture and technology and United states international University in regard to Interactivity of the platforms is true.
4.7.3 Relating Literature review with the results
From the literature review the results confirms that the evaluation exercise can help researchers and stakeholders make sensible decisions about questions resulting from the use of elearning platforms.The review conducted on John Kariuki ( 2006) work on Kenyan Universities being far away from reaping from the elearning technology relates to the results because of the evaluation conducted on the specific platforms implemented.Ellen b. mandinach (1984) work on the fundermentals of the evaluation exercise relate to the methodology applied since the project dealt on key questions to ask, data collection and the research design.
CHAPTER 5
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
From the evaluation analysis of the students’ perception of the two e-learning platforms moodle and WebCT, it shows there is no difference as to the perceptions of students in regard to usability and interactivity.The students feel that the elearning platforms are not offering enough in the areas of usability and interactivity. Usability and interactivity are the main concerns in development and implementation of e-learning platforms.Since these platforms have been developed by the use out of box development method that is Development without the user in mind, a lot of factors have been left out. The lack of help menus and availability of non-context specific help menu is the cause for the poor score in the area of learnability, memorability and helpfulness to accomplish the tasks on elearning platform. This means that the students are not finding the platforms usable because they can find help. The platforms too are not scoring well in the area of interactivity according to students simply because the interactivity has been considered to be secondary. The passive interactivity on the platforms leads to the poor score in linear interactivity (read) compared to linear interactivity (listen and watch), realtime communication and respond-practice interactivity. The universities seem to have concentrated more on the uploading of notes to students for download and the encouraging of students to upload assignments. This level of implementation will not enable the universities gain from the technology.
The platforms have been left at the level of linear navigation to and from different parts of the platform and for reading the presentations.
The university administration and the lecturers may feel that their needs are met when students log in and upload assignments but the students are not satisfied with the technology. There is need to solve this issues both from the developers side and the implementation side which should be handled by the lecturers and the elearning system administrators.
5.2 Recommendation
The e-learning platforms development need to be treated like the development of softwares.Software development puts into consideration the users needs.This is to mean that the developers need to move from the ‘out of box’ development strategy which develops without having in mind the needs of the users.
The developers and the universities elearning system administrators need to consider the needs of the users when developing the platforms so that the platforms are relevant to the users and should not stopping make assumptions that the students who will use their products are computer literate and for them to use the elearning platforms they will be borrow the knowledge they have acquired in the past to navigate through the platforms.A requirement analysis should be done before the development elearning platforms. There is need to know who the users of the elearning platform are and what really they expect from the elearning platforms.
The institutions should make full use of the micromedia technology to develope interactive learning components and incorporate them on the elearning platform to make the students enjoy using the platforms for learning.
5.2.1 Addressing usability
This aspects greatly rely on the elearning developers.It is time that the developers need to treat the elearning platforms development as software product development.This approach will take into the considerations the principles of software engineering which considers the users.
From the analysis of the usability perceptions of the user it is evident that the users have not been factored in the development. There is a lot of out of box development and this leads to products that are not user centered but rather developers centered with respect to what they perceive an elearning platform should entail.
Like any other software there are certain issues that cannot be ignored and for this matter usability is one of them.The ease at which the user uses a software is very vital for the acceptance of the software.E-learning platforms too fall in this category of softwares that need to consider the final users.Not all users of elearning platforms have
used computers and so there need to mechanisms within the elearning platforms which aid rather than discourage the users.This mechanisms go along way to help the users get used and appreciate the elearning platforms.
This research recommends the following additional features on to the elearning platforms:
i. Tool tips
Tooltip is a common graphical user interface element that increases usability of software to the users it is used in conjunction with a cursor, such if the user points to a particular location a message pops up giving direction on what that component is all about Incorporation of tool tips on the elearning platforms will help the new and old users move around the platforms with ease.
ii. Context specific help
Context-sensitive help is a kind of online help that is obtained from a specific point in the state of the software. When the help component is context specific the topic is supposed to describe extensively one state, situation rather than have the user browse through the whole help component.
This kind of help will enable the users of the platform to get information to get specific information about whatever part of the program they are using at a given point. This type of help needs to be a compiled help.
iii. User control of the system
Users often choose system functions by mistake and will need a clearly marked emergency exit.The users of the platforms should be given chance to select options of whether to continue with the operations they have initiated through dialog boxes rather than the systems control their actions. The platform should support undo and redo.
iv. Images to help in recognition rather recall
Images are very key in helping the users recall what the specific area on the elearning platforms are for. An inclusion of relevant images should be incorporated to aid the users on what the sections stands for. This will minimize the user's memory load.
v. Mechanism to help users recognize and recover from errors
Most of the time when the users of the platform have made mistakes when performing a process, they are not given a direction on how to recover from the errors. This aspect should be incorporated on the platform to help the users find their way back to the other parts of the system.
When developing elearning platforms usability is one of the primary aspects that should be put in place.Creating usability on an elearning platform involves creating experiences with their users in mind which include usefulness and learnability.The students should be active participants in the design of the elearning platforms and it is of the utmost important that the implemented e-learning be usable by the end-user in order for learning to occur.
5.2.2 Addressing interactivity
The inclusion of Interactive components aspects will enable the e-learning platform make its functioning clear and enable the user to undertake part in the learning process. There is dire need for the universities in Kenya to greatly invest in the micromedia technology in the development of supportive learning components and incorporate them in the elearning platforms. Without this, the universities will continue experiencing the low usage of the elearning platforms and hence the perceptions as to the lack of the interactivity will rise.
The university need to invest in the micromedia technology experts who will be supportive in the creation of the components to be included.
It is high time that the universities implementing the technology move from the passive interaction mode to fully interactive mode such that both the students and the institutions benefit from the technology.
From a software engeneering perceptive the elearning platforms need to offer the services that it was originally created for and not the dispensation of the lecturers.The final users are the students and so the university and the elearning administrators should make innovations of intresting features that can help in the pedagogy.
i. Context specific animations
When elements are animated they are very useful in training because they are fun to watch, and can get a message across that words or audio or video cannot.
This can be done by animating graphics or texts that are on the page. The video segments can also be ones that the users are allowed to make choices on what they should view next inorder to be able to complete a process.
ii. Interactive quizzes and tests
Quizzes will be able to offer good feedback and an enhancement in learning. Quizes and tests which offer immediate feedback are reinforcement for learning. This quizzes can be inform of multiple choices, true-or-false, matching or fill-in-the-blank questions.
iii. Drag and drop activities (Interactive games)
This can be incorporated within the platform in such a way that the students are presented with scenarios which are in form of games where they are required to drag and drop to practice a certain skill. This can take them through an adventure in almost any type of scenario enabling them to explore, try, fail and succeed. Simple multiple-choice quiz can be effective in testing situations .With drag-and-drop interactions you can simulate experiences that mimic the real world. When students do rather than simply read they will be able to retain more of the information, and learning from mistakes is one of the best ways to ensure they don't make those mistakes again.
iv. Feedback
The feedback can be in the form of an audio response or text response. This will create some form of interactivity where the users can receive answers to the actions they have triggered.
v. Video and audio segment
Incorporation of the video and audio segments will help in taking the students through processes that are being learnt in the school. There is interactivity in visual and hearing senses and increases the retention level of the student. This can be done by creating hot spots that link to videos.
This will take care of the visual impaired students who will need to use the elearning platform at some point.
vi. Synchronous learning component
This is where a set time is put in such a way that both the students can log in and communicate in regard to the asking questions and further explanations.
A multimedia integrated system allows users of software to take advantage of multiple human senses and tap into their feeling and emotions. Therefore for learning platforms to be able to capture the student there is need to incorporate the multimedia components that will aid in the retension.
Interactivity in elearning can only be achieved if the user is given the opportunity of interacting with the platform put into place.This type of interactivity can be in the form of simply clicking on appropriate responses to questions, clicking to animate an object or start a process, or dragging and dropping items to practice a skill
Good interaction design of elearning platforms should be considered which will make them more useful, usable, and desirable and it should grounded in an understanding of real users their goals, tasks, experiences, needs, and wants. A good interaction design will effectively communicate the platforms interactivity and functionality.
5.2.3 Elearning policy formulation in Kenyan universities
Policy formulation for elearning in the universities is very critical for the success of the elearning platforms implemented. With the set policies the students and the lecturers will be guided. Waterhouse (2004) state that in any learning environment, students should have a clear understanding of what the instructor expects from them, as well as what they can expect from the instructor.With the formulation of the policy the lecturer is able to know what he/she needs to provide as an addition to make the lesson more interactive. The policy will make the institutions position on the use of the elearning platforms clear to both the students and lecturers.
The lack of a policy framework on e-learning has hampered development of technology in school (Riechi, as cited in Gachenge, 2008).The formulation of elearning policies with clear directives on interactivity aspects such as the inclusion of multimedia when offering the course online will encourage the use and acceptance of the elearning platforms. The policies should be embedded in all university policy and procedures to ensure a consistent way of adoption and use.
Brown (2007) states that first and second objectives of the policy formulation are commonly seen together as policy makers draw on the experience of early adopters of elearning, or on the experience of previous adopters of e-learning.This means that as the Kenyan universities takes on the challenge to develop e-learning policies there is a lot to be learnt from institutions that have acquired the technology earlier. The second and third objective co-exist in policy documents as policy makers continue to encourage the mainstreaming of e-learning and enhancement of its quality while seeing seeing the potential for sector efficiencies and the need for policy alignment.Brown (2007) states that states following this pattern the elearning policy iniatives include; strategies to develop physical instracture,focusing on building and ensuring quality in
learning,moves to create a system, wide approach to learning and embedding e-learning and aiming for sector efficiencies.
E-learning policy formulation in Kenyan universities will play a significant role in the e-learning initiates. Brown (2007) evaluation of the SaskatchewanTechnology
