Sultan Qaboos University

Collage of Education
ILT Department

Report about:

Evaluation of online learning environment

(Effectivness of thwe online learning environment)
The course name: Noise Awarness

Done By:
Asma [Link]……54767
Zahra [Link]...66945
 Evaluation of online learning environment:
The Course’s Name: “Noise Awareness Training”

Overview / background:

“NOISE AWARENESS’ is a training course available in ALISON free global experience

website. It aims to help the organization be legally compliant with the Control of Noise at Work
Regulations. It gives the managers and employees an improved awareness of the risks
associated with noise, how the risks can be managed which will enable them to contend with
the risk in the [Link], this technology is used to deliver and support online managers
and employees

The online training course is aimed at all levels of employees who may undertake or plan work
that may be carried out in buildings and premises or manage buildings and premises by
following the Health and Safety Executive’s Guidance note.

The Proplem & Report questions:

Several training courses are available in online leaning environment; however we can find
some of them are not effective and need to be developed to meet user’s needs specifically in
effectiveness of the learning environment/course itself.

This report seeks to examine the effectiveness of the online learning environment of the “noise
awareness” training [Link] will answer the following question:

• Is the program goals and objectives are affected by strategy that enable the learner to
use knowledge construction techniques?
• Is it used sutible technology (adaptable for handicapped users, uses appropriate plugins
and bandwidth)?
 • Are the forms of assessment being considered for the online environment, such as
collaborative understanding and concept formation?
• Is the environment structure to meet individual learner needs or preferences?
• Can learner access learning environments and the extent to which they are successful
in its navigation?
• Is performance in the workplace fulfilling the learning objectives?
In addition to other questions that this report will try to answer and discover which are related
to the course’s learning environment.

Purpose of evaluation:

The report aims to measure the effectiveness of this online training course
[Link]; we have developed an instrument “questioner” with 27 items which are
divided in terms of:

• Content

• Learning design

• Interface design

• Elements of interactivity

• Elements of assessment

• Elements of student support

• Elements of content utility

• Factors affecting outcomes

The questioner has been sent to several students by the e-mail. Although the course aimed to
be provided to the managers and employees to improve their awareness of the risks
associated with noise, we have not distribute our survey to these [Link] because we
believe that like this type of courses can be used by anyone need the benefit and experience
or to improve his awarness in the topic of the noise and to be awrae how can they manage
which will enable them to contend with the risk in their [Link] that reason,we have
chosen SQU’s Students to answer our survey after they enroll in the course and use [Link]
have participated in the course and answer the survey then we did the statical analysis of the
findings of that survey.

Results and statistical analysis of findings:

Online content:

In the first question which asked the participants about the content and if it is adopting
strategies that enable the dynamic construction of organization and knowledge, about 90%
agree that and answered it with yes. However, only 10% of them were said no that the content
doesn't adapt strategies that enable the dynamic construction of organization and knowledge.
So, that means there were a good strategies are applied in the course made the construction
of knowledge and organization of the course is better.
75% of our sample agrees that the program goals and objectives are affected by strategy that
enables the learner to use knowledge construction techniques.
In the sametime, 66.67% of them say that this course have used suitable technology which
was adaptable for handicapped, uses appropriate plug-in and bandwidth and 28.57 of the
participant disagree with the
other group. In addition, the
course used appropriate
language use (terminology, right
level and even right language) as
the most percentage of the
learners mentioned. Actually the
discipline base of the course
content has options for new
content or alternatives be
considered for collaboratively constructing and extending the knowledge base. That was
 mentioned from about 57.89%of the learners and that means that this course is a flexible one
and allow for new content and alternatives.

Learning design:

When the sample asked whether the provision of a range of media elements provide
learners learning with the
resources necessary to meet
their approach to learning or
not, 63.16% of them said yes
and 26.32% of them said no.
That indicates that most of
them agree that the course
provided multiple and wide
range of media elements which
was necessary to meet their
different approach and styles to learning
12 of 20 of our target audience have mentioned that the strategies used in the course
enable students to explore and discover different facets of the content, but 6 of them said
these strategies were not helpful for them to explore the content and one of them said
that feature may be was available in the course (he was not sure).So, due to the highest
percentage of them was agree, we can say that this concept was done and considered in
the course. Also, different forms of assessment being considered for the online
environment, such as collaborative understanding and concept formation and that what
was noticed by 73.68% of our learners that was enrolled in the course.

Interface design:

After analyzing the survey answers, the results shoed that 68.42% of the users able to work
with the resources and make the necessary connections between content elements and they
were able to control the learning process and link the activities to their own learning
requirements. Furthermore, the users agreed that the interface been conceptualized to be
consistent with the content structure while maintaining acceptable standards. About 52.63% of
 the learners said that the interface of the course has been designed to be consistent with the
particular design approach paradigm employed in [Link], 84.21% agree that the environment
structure to meet individual learner needs or preferences and 10.53% of them were not agree.

Interface design:

After analyzing the survey answers, the results shoed that 68.42% of the users able to
work with the resources and make
the necessary connections between
content elements and they were able
to control the learning process and
link the activities to their own
learning requirements. Furthermore,
the users agreed that the interface
been conceptualized to be
consistent with the content structure
while maintaining acceptable
standards. About 52.63% of the
learners said that the interface of the course has been designed to be consistent with
the particular design approach paradigm employed in [Link], 84.21% agree that the
environment structure to meet individual learner needs or preferences and 10.53% of
them were not agree.

Elements of interactivity:

The participants were asked 4 questions about the interactivity issue in the course. The
results presented that the course it allowed for the exchange of ideas, resources and
information between learners and teachers. In addition, 73.68% of learner was able to
access and make meaning out of Web-enabled content. They were able to access
learning environments and the extent to which they are successful in its navigation.
Elements of assessment:

The finding show that about 86% of users say that the performance in the workplace
fulfilling the learning objectives. There were concerns about the integrity of assessment
submissions.

Elements of student support:

The result show that about 13% of participants found that they encouraged through
collaborative activity. Moreover it supports personnel and resources to ensure that students will
feel integral to the learning environment.
However the half of participants found that the course plan to nurture students into the
collaborative world of online learning and the other half didn’t agree with them.

Elements of content utility:

To examine the content utility two question have been developed and the result show that
most of the participants found that the course’s learning objects going within the international
learning objects standers. This mean that the course learning environment is good learning as
it used the international standers.

Open-ended question:
In this part of the survey, we have developed opened ended questions, as following:
Very simply, did you get learning right?
What needs to be done to make satisfaction better?
To what extent will the learners continue in the program and develop a sense of lifelong
learning?

The result of the survey mentions for the following:

Most of the users found that they get learning right from the training course. This actually
shows the overall effectiveness of the training course online environment.
For the satisfaction most participants mentioned that they need more features that can be
added to the course to reach high level of the users satisfaction, for example ; more resources
and different format of them , new of information presenting , new ways of interactions with the
supervisors and other learners and more collaborative activates.
In lifelong learning concept most of the students found that the course helps them to develop
this concept in their personality.

ScreenShots for the Course:

Refrence:
• [Link]