Evaluating learning management systems: Adoption of hexagonal e‐learning assessment model in higher education

Abstract

Purpose

The purpose of this paper is to demonstrate the importance of undertaking a systemic view of learning management systems (LMSs) evaluation addressing the conceptualization and measurement of e‐learning systems success in higher education.

Design/methodology/approach

The paper adopts a quantitative case perspective and derives a conceptual model for e‐learning assessment (Hexagonal e‐learning assessment model – HELAM). The model is empirically tested for validity and reliability in the university setting.

Findings

Qualitative and quantitative findings have been presented, which will be valuable for academics and practitioners doing research in e‐learning evaluation. The findings support the flexibility and relevance of HELAM as an e‐learning assessment model. It highlights a number of success measures which are grouped under six dimensions.

Research limitations/implications

Further research efforts should explore new dimensions or test the causal relationships among proposed dimensions within the boundary of e‐learning. In that, the paper is limited contextually where attention should be made not to generalize the findings beyond the empirical findings within the case analysis.

Practical implications

The paper supports a practitioner perspective through a consideration of a holistic approach to e‐learning assessment. E‐learning system developers may find the findings useful when designing and implementing the LMS.

Originality/value

The paper is original as the conceptual model has been derived through both theoretical constructs and empirical analysis. It provides an innovative approach to e‐learning assessment.

Citation

Ozkan, S., Koseler, R. and Baykal, N. (2009), "Evaluating learning management systems: Adoption of hexagonal e‐learning assessment model in higher education", Transforming Government: People, Process and Policy, Vol. 3 No. 2, pp. 111-130. https://doi.org/10.1108/17506160910960522