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Abstract: Much of online learning in Higher Education Institutions (HEIs) is mediated via Learning Management Systems such as Blackboard, Canvas, Desire2Lean, Moodle and Sakai. However, it is important to note that learners' ecosystems also include a number of auxiliary applications, particularly when producing work. Examples of such auxiliary software tools include applications to produce video captures, applications to scan hand-written work into PDF format among others. Producing sound recommendations for learners about which software tool(s) to use to support their academic work, in ways that are relatively fast and inexpensive, is a non-trivial task. In this paper, we report on the use of a learner-centred approach based on the System Usability Scale (SUS) where eleven students participated in the evaluation of two auxiliary software tools. In addition to expanding on the theoretical foundation for this work, limitations and benefits of the approach are also discussed.
Keywords: learner-centred design, system usability scale, students as partners, evaluation, e-learning
1.Background
Learning Management Systems (LMS) are web-based software applications designed to support a range of learning, teaching and assessment activities such as making course content available to learners, running asynchronous class discussions, facilitating synchronous sessions, setting up assignments and providing feedback to learners (Borboa et al. 2017; Kasim & Khalid, 2016). Examples of LMS include Blackboard, Canvas, Desire2Lean, Moodle and Sakai (Edutechnica, 2020).
In spite of the wide range of features typically supported by LMS, learners are often required to install and use auxiliary software tools in order to complete learning activities and assignments. Examples of such auxiliary tools include software to:
* draw diagrams
* emulate and develop virtual labs (e.g. emulators and hypervisors)
* produce high software prototypes
* produce video captures
* scan hand-written work into PDF format
Within this context, tutors typically provide learners with recommendations of software tools that learners may use to carry out their studies. These recommendations are a key part of tutors' learning design work because they become part of learners' ecosystems. Whilst the pedagogical rationale for the auxiliary tool(s) may be clear in the design, the intrinsic influence that such tools have on the learners' educational experience and the effect of the interaction between the learner and the application may be overlooked or not formally evaluated.
For example, learners...