| Summary: | With the increasing demand for online learning, well-designed computer online learning
resources are indispensable. User interfaces evaluation has become a critical quality attribute
of interactive software intended to meet the requirements of the user groups. It is this aspect
of adaptations that make them critical for the study of evaluation of user interfaces. This
study describes a preliminary evaluation of the user interface design of a new online learning
resource (Open Learning System). The main objectives of the study are to investigate the
effect of the interaction on the user (usability, efficiency, effectiveness and satisfaction), to
assess the extent of the system (resource) functionality and to identify specific problems in
the design (aspects of design that cause unexpected results or confusion). This will form part
of iterative design and testing process of the new interface, which seeks to evaluate the
success of the interface within the framework of the fundamental HCI principles under
guidelines of the constructivists learning approach. The Open Learning System (OLS) is
grounded on the constructivist-based learning approach. The underlying philosophy of the
system assumes when learners are engaged in a social learning context, they actively
construct knowledge, therefore the resource is considered as a tool to support learning and not
an end in itself. By so doing it is geared to provide greater access to information, support
Computer-Mediated Communication (CMC) using tools such as e-mail, chat and discussion
foruI? and creating context for learners' work and peer review. A theoretical framework for
evaluating the OLS was developed and proposed which comprised of the constructivist
epistemology, Rich Environment for Active Learning (REAL), the User Centred Design
(UCD) approach and the Human Computer Interface (HCI) design principles. This integrated
theoretical framework has been referred to as 'Designing-by-Constructivism' model. The
study investigates the use of the OLS by two sets of users: staff members (module creators)
and learners (module consumers). In view of the fact that the data collected is qualitative, the
approach assumes the use of semi-structured questionnaires, evaluation matrix and
interviews. The information/feedback gathered will assist the developers to do preliminary
reviews. The study will also be useful to academics pursuing more HCI issues or those with
an interest in developing learning resources. The main elements of the 'Designing-by-Constructivism'
model were present in the resource. The results analysis indicates that the resource supports collaborative learning and the use of authentic activities in learning. This
serves as an intrinsic motivation to most of the users. The results also show a high degree of
user satisfaction and appreciation of OLS resource. Largely, the participants are satisfied that
the overall OLS design met their needs. The major contribution being, "OLS is interactive
and user friendly". However, some users have expressed the desire to have more tools
incorporated into the resource, while others have expressed concern about difficulties in
logging into the system. === Thesis (M.Sc.)-University of Natal, Durban, 2003.
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