An ISO 9126 Based Quality Model for the e-Learning Systems

Djouab, Rachida; Bari, Moncef

doi:10.7763/ijiet.2016.v6.716

Cited by 39 publications

(49 citation statements)

References 11 publications

(15 reference statements)

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“…The objective is to support continuous improvements to the quality and accessibility of online courses. There are six quality dimensions to investigate which is 1 It is proposed to extend the ISO9126 model with specific e-learning quality factors [41]. They defined the quality characteristics of the e-learning system and integrated it with the current quality model.…”

Section: Understanding the Quality Of Online Learning Web Contentmentioning

confidence: 99%

“…Massiveness refers to the ability of content to receive large-scale participation. Openness is associated not only with the freedom of access to educational content, but also the sharing of scarce resources for quick distribution [41]. Openness in MOOC has four (4) different dimension which is Open Curriculum, Open Learning, Open Assessment and Open Platform.…”

Section: Understanding the Quality Of Mooc Web Contentmentioning

confidence: 99%

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Quality Model for Massive Open Online Course (MOOC) Web Content

Rahman¹,

Zulzalil²,

Ishak³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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With the philosophy of providing open education to all, Massive Open Online Course (MOOC), which introduced in 2006, has been through its first decade. Despite its popularity and worldwide acceptance, MOOC faces a few criticisms about the weaknesses of its content such as lack of clarity, unstructured, poor design and lack of fundamental initial requirements. This caused by the paucity of understanding among content providers about the facet of qualities contributes to the content. There are some previous efforts to improve the quality of MOOCs, but none focused on the content from the content providers or experts' view. As a result, most of the vital internal quality factors are neglected. Besides, the operational definition for the MOOC content quality factors is still missing or not well-defined. Therefore, this research proposes a quality model for MOOC web content as a content provider's reference to develop quality MOOC content. In order to achieve that, three basic elements were implemented which is the content's provider perspective, MOOC content quality dimensions and MOOC content quality factors. Development of MOOC content quality dimension is based on 7C's model and PDCA for continuity, while the determination of factors involves the process like a revision of the possible factors from literature, factors combination and categorization. This proposed hierarchical model tends to make MOOC's learning more optimistic and beneficial to the learners through the development of high-quality content.

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Section: Understanding the Quality Of Online Learning Web Contentmentioning

confidence: 99%

Section: Understanding the Quality Of Mooc Web Contentmentioning

confidence: 99%

Quality Model for Massive Open Online Course (MOOC) Web Content

Rahman¹,

Zulzalil²,

Ishak³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

View full text Add to dashboard Cite

show abstract

“…Studies about educational institution's information systems have all been about e-book systems [5] and e-learning websites [6], thereby ignoring the ERP systems. Several software and systems quality models [5], [7,8] have been developed to evaluate the quality of ERP systems in HEIs, but none of these has adapted the ISO 25010 as their base model. It is therefore, necessary to adapt this international standard (ISO 25010) which has been in existence since 2011, for quality evaluation of ERP systems in HEIs.…”

Section: Introductionmentioning

confidence: 99%

An ISO 25010 Based Quality Model for ERP Systems

Peters¹,

Aggrey²

2020

Adv. sci. technol. eng. syst. j.

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Higher Education Institutions (HEIs) have begun rapidly adopting, selecting and implementing ERP systems due to the call by various governments to streamline their processes and practices. While ERPs are expanding at much faster rate, there is pressure on most HEIs to ensure quality. For quality model, ISO/IEC 25010 is an international standard for software and systems quality evaluation. With the introduction of three specific new sub-factors, this paper presents a new model based on the ISO/IEC 25010 for the evaluation of quality enterprise resource planning (ERP) systems. This new model can be used to select and adopt ERP systems in higher education institutions. It can also serve as a guide in implementing ERP systems in higher education institutions. The new model comprises eight factors which include functional suitability, reliability, usability, performance efficiency, compatibility, security, maintainability and portability. These eight quality factors are further divided into thirty-four (34) sub-factors. Thus, the outcome of this study is a model developed for quality evaluation of ERP systems in HEIs.

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“…Presents the Elearning concepts ecosystem, here the propose an Elearning theoretical theory framework which is based upon three principal dimensions: users technology, and services related to E-learning, the classifies the stakeholder groups and their relationship with E-learning system, this theoretical approach integrates learning strategies, technologies and stakeholders [6]. ISO 0126 is the most recognized and applied quality standard to specify and evaluate attributes of the software product, ISO 9126 is extended with the specific characteristic of the E-learning software product, this extension is done by defining the quality characteristics of the E-learning system and integrating them in the ISO 9126 model, result of this study will serve as a basic for the evaluation of an existing system [7]. Presents a model of E-learning in higher education, which is supported by gamification (use of game design elements to motivate user behavior in non-game contexts), the model takes into account modem guidelines for the development of web application and Elearning, E-learning management and important elements of E-learning.…”

Section: Related Workmentioning

confidence: 99%

“…-The business manager: for whom the Return on Investment and the sustainability are the main quality factors. The ISO 9126 quality models was proposed as an international standard for software quality measurement in 1992 [7].…”

Section: Model To Provide Sqamentioning

confidence: 99%

New Model to Achieve Software Quality Assurance in E-Learning Application

2017

IJCSI

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Software Quality Assurance (SQA) is an integral part of the software development process and quality of the product. The effectiveness, efficiency of software and respond to user's requirements are the main reason for the success of the products. Software organizes information in the form of operating system, software has two main categories, system software: which control the basic job of computer, and application software: which handles multiple tasks the user needs to do. E-learning is electronic learning delivers learning by internet communication. This Study intends to create E-Learning model with its critical success factors (CSFs) as perceived by university students. Which it can achieve Software Quality assurance in E-Learning application, by simplifies the use of E-learning software and protects the defect in E-learning. The published E-Learning critical success factors are surveyed and grouped into four categories namely, instructor side, student side, system side and interaction of them.

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An ISO 9126 Based Quality Model for the e-Learning Systems

Cited by 39 publications

References 11 publications

Quality Model for Massive Open Online Course (MOOC) Web Content

Quality Model for Massive Open Online Course (MOOC) Web Content

An ISO 25010 Based Quality Model for ERP Systems

New Model to Achieve Software Quality Assurance in E-Learning Application

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