An Evaluation of Virtual Learning Environments in Three Open Universities in Asia

Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: [email protected]; e-mail: [email protected]; Web site: http://tojde.anadolu.edu.tr/

Y

13

Electronic Learning; Educational Environment; Open Education; Learning Management Systems; Benchmarking; Foreign Countries; Educational Improvement; Educational Technology; Technology Uses in Education; Distance Education; User Satisfaction (Information); Educational Quality; Higher Education; College Students; Faculty; Intention

Indonesia; Philippines; Pakistan

1302-6488

Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution's unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.

As Provided

2024

EJ1414415