New McEqls TFN Method for Evaluating Quality and Reusability of Learning Objects

Abstract

The aim of the paper is to present a new simple to use and efficient MCEQLS (Multiple Criteria Evaluation of the Quality of Learning Software) TFN (Trapezoidal Fuzzy Numbers) method for the expert evaluation of the quality and reusability of learning objects (LOs). MCEQLS and TFN methods are analysed, improved, and practically applied to present the decision analysis process for selecting LOs suitable to reuse in different pedagogical situations and in different education systems. The research results are implemented in eQNet -a three-year strategic pan-European project focused on reusability of LOs. A novel method of consecutive application of Fuzzy Numbers theory to establish the weights of LOs quality criteria and MCEQLS approach to establish final evaluation results are explored in more detail. A number of multiple criteria decision analysis principles are applied to create a comprehensive quality model (criteria system) for evaluating the quality and reusability of LOs. Several practical examples of LOs evaluated against the proposed MCEQLS TFN method are presented in the paper. The research results have shown that the proposed method is quite objective, exact, simple to use, and efficient for selecting qualitative reusable LOs alternatives in the market.

Towards a Learning Object pedagogical quality metric based on the LORI evaluation model

“…Some of them evaluate metadata quality (e.g. [15], [16]) or reusability (e.g [17], [18]). Other models evaluate the whole LO including a content quality evaluation from a pedagogical perspective.…”

A flexible open source web platform to facilitate Learning Object evaluation

“…[26], [27]) or reusability (e.g. [28], [29]), while others evaluate the whole LO including a content quality evaluation from a pedagogical perspective. These models are termed LO pedagogical evaluation models.…”

Effectiveness of e-Learning for international ICT students: A New Zealand case study

“…Developing effective digital learning and solutions depends on the state of the ICT industry and electronic readiness (e-readiness) of countries, organizations and societies ( [16], [2], [14]). The readiness of academic staff to move from traditional classroom based teaching, with which they were familiar, to the very different environment of elearning was also a barrier to adoption of the new paradigm (Young, 2001).…”