Web Tabanli Ödev Sisteminin Kullanilabilirliğinin İncelenmesi / The Investigation of the Usability of Web-Based Assignment System

516 101


Just as in all aspects of our lives, technological advancements have had an impact on traditional methods and techniques in education. The crucial reflections of this transformation in education have shown themselves in the increase of the use of distance education tools. In this process, online content sharing, testing and assignment taking traditional methods' place. The aim of this study was to investigate the usability of web-based assignment system implemented in a vocational college. In this mixed-design research, data were collected online from System Usability Scale and students' responses to open-ended questions. The participants were 204 post-secondary students enrolling at a vocational college during first semester of 2015-2016 Academic Year. Descriptive statistics, t test, correlation and regression analysis were used for data analyses. The average score of 67.14 from SUS application showed that usability of the system was acceptable. No significant difference was observed between first year and second year students. On the other hand, statistically significant linear correlation between SUS scores and students’ course grades were found. The results of the qualitative analysis revealed that students enjoyed the system, instructor feedback had a motivating effect, but they had challenges owing to absence of enough time and difficulty at having access to computers and web-based assignment system.

Tam metin:

PDF (English)


Bangor, A., Kortum, P., & Miller, J. (2008). An empirical evaluation of the system usability scale. International Journal of Human-Computer Interaction, 24(6), 574–594.

Barker, S., Fiedler, B., & Johnson, P. (2008). Paperless assignments: Moving forward or marking time? In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. Retrieved May 1, 2016 from http://www.ascilite.org/conferences/melbourne08/procs/barker.pdf

Battal, A., & Çağıltay, K. (2015). Investigation of Usage Frequency and Department on Usability Issues with the Online Examination System. Mersin University Journal of the Faculty of Education, 11(3), 752-763.

Bridge, P., & Appleyard, R. (2008). A comparison of electronic and paper-based assignment submission and feedback. British Journal of Educational Technology, 39(4), 644–650.

Buzzetto-More, N.(2008). Student perceptions of various e-learning components. Interdisciplinary Journal of ELearning and Learning Objects, 4, 114-134.

Chu S., & Man H. (2010). Student Attiudes toward Online Homework in Accounting Courses. Borough Of Manhattan Community College. New York.

Clynes, M. P., & Raftery, S. E. C. (2008). Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice, 8(6), 405–411.

Collis, B., Boer, W. and Slotman, K. (2001). Feedback for web-based assignments. Journal of Computer Assisted Learning, 17(3), 306-313.

Collins, D., Deck, A., & McCrickard, M. (2008). Computer Aided Instruction: A Study of Student Evaluations and Academic Performance. Journal of College Teaching & Learning, 5(11), 49-58.

Çağıltay, K. (2011). İnsan Bilgisayar Etkileşimi ve Kullanılabilirlik Mühendisliği: Teoriden Pratiğe. ODTÜ Yayıncılık.

Delice, M., & Odabaşı, M. (2014). Police Students’ Satisfaction of Courses and Instructors: Does it affect Academic Success? Journal of theoretical educational science, 7(4), 550-572.

Dufresne, R., Mestre, J., M. Hart, M. D., & Rath, K. A. (2002). The Effect of Web-Based Homework on Test Performance in Large Enrollment Introductory Physics Courses. Journal of Computers in Mathematics and Science Teaching, 21(3), 229-251.

Grieve, R., Padgett, C.R., & Moffitt, R.L. (2016). Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking. Internet and Higher Education, 28, 8-16.

Heizer, J., Render, B., & Watson, K. (2009). Web based instruction improves learning. Decision Line, 40(1), 4-7.

Jones, C. G. (2008). Student Perceptions of the Impact of Web-Based Homework on Course Interaction in Introductory Accounting. Issues in Information Systems, 9(1), 223-230.

Koohang, A. (2004). A study of users’ perceptions toward online learning courseware usability. International Journal on Online learning, 3(2), 10-17.

McKimm, J. (2009). Giving effective feedback. British Journal of Hospital Medicine, 70(3), 158–161.

Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26, 29–48.

Palmer, S. (2005-2006). An evaluation of on-line assignment submission, marking, and return. Journal of Educational Technology Systems, 34(1), 57–67.

Storey, M. A., Phillips, B., Maczewski, M., & Wang, M. (2002). Evaluating the usability of Web-based learning tools. Educational Technology & Society, 5(3), 91-100.

Thomas, P., Carswell, L., Price, B., & Petre, M. (1998). A holistic approach to supporting distance learning using the Internet: transformation, not translation. British Journal of Educational Technology, 29(1), 149–161.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.