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ERIC Number: EJ1075039
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 7
ISSN: ISSN-0892-3647
The Impact of Findability on Student Motivation, Self-Efficacy, and Perceptions of Online Course Quality
Simunich, Bethany; Robins, David B.; Kelly, Valerie
American Journal of Distance Education, v29 n3 p174-185 2015
This study investigated whether "findability," an aspect of usability, is an important component in student perceptions of/satisfaction with online courses and, as such, should be considered more heavily in online course design. Using standard usability testing measures, such as eye-tracking, time-on-task, and think-alouds, participants were asked to find essential course components in either a course with high findability or a modified version of the course with low findability in order to determine the impact on student perceptions of course quality and experience. Participants rated those courses with high findability as a better overall experience (based on five dimensions). Additionally, this study was intended to begin the process of linking findability to student achievement of learning outcomes by using pre- and posttest measures of motivation and self-efficacy and evaluating how they are affected by findability. Students reported lower levels of self-efficacy and motivation after interacting with courses rated low in findability. Additionally, a negative, linear relationship was found between findability and both self-efficacy and motivation. The researchers believe this study to be the first in a series of studies that will eventually lead to determining if findability and/or usability have a direct impact on student learning outcomes and, if so, what the standards are in these areas that should be set forth for online courses.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire