TY - JOUR
T1 - Customized moodle-based learning management system for socially disadvantaged schools
AU - Utami, Ika Qutsiati
AU - Fakhruzzaman, Muhammad Noor
AU - Fahmiyah, Indah
AU - Masduki, Annaura Nabilla
AU - Kamil, Ilham Ahmad
N1 - Publisher Copyright:
© International Journal of Research in Pharmaceutical Sciences.
PY - 2021/12
Y1 - 2021/12
N2 - This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
AB - This study aims to develop Moodle-based LMS with customized learning content and modified user interface to facilitate pedagogical processes during covid-19 pandemic and investigate how teachers of socially disadvantaged schools perceived usability and technology acceptance. Co-design process was conducted with two activities: 1) need assessment phase using an online survey and interview session with the teachers and 2) the development phase of the LMS. The system was evaluated by 30 teachers from socially disadvantaged schools for relevance to their distance learning activities. We employed computer software usability questionnaire (CSUQ) to measure perceived usability and the technology acceptance model (TAM) with insertion of 3 original variables (i.e., perceived usefulness, perceived ease of use, and intention to use) and 5 external variables (i.e., attitude toward the system, perceived interaction, self-efficacy, user interface design, and course design). The average CSUQ rating exceeded 5.0 of 7 point-scale, indicated that teachers agreed that the information quality, interaction quality, and user interface quality were clear and easy to understand. TAM results concluded that the LMS design was judged to be usable, interactive, and well-developed. Teachers reported an effective user interface that allows effective teaching operations and lead to the system adoption in immediate time.
KW - Covid-19
KW - Educational environment
KW - Learning management system
KW - Technology acceptance
KW - Usability evaluation
UR - http://www.scopus.com/inward/record.url?scp=85120655880&partnerID=8YFLogxK
U2 - 10.11591/eei.v10i6.3202
DO - 10.11591/eei.v10i6.3202
M3 - Article
AN - SCOPUS:85120655880
SN - 2089-3191
VL - 10
SP - 3325
EP - 3332
JO - Bulletin of Electrical Engineering and Informatics
JF - Bulletin of Electrical Engineering and Informatics
IS - 6
ER -