An Integrated Courseware Usability Evaluation Method

e-Learning is expected to support organizations in being more adaptable and competitive. However, current results do not measure up business and individual expectations yet. We propose a holistic framework focused on e-learning outcomes and their articulation with business process, courseware and learners’ individual characteristics. In this e-learning framework, courseware usability is analyzed as a key aspect for effective interactions between users and courseware. We show preliminary results, lessons learnt and discuss future work. 1 e-Learning framework In recent years, courseware usability has become an important aspect to explore and evaluate in a cost-effective manner. Courseware packages’ key usability aspects are included in a courseware usability evaluation method (CEUM), which will serve as a basis to improve learning experiences, given the diverse specifics of context and learner profiles. As shown in Figure 1, our e-learning framework [6] comprises three basic entities: e-Learner, Courseware and Business Process. Business process is a key structural factor for e-learning effectiveness, because it influences learning experiences defining two specific relationships: processbased roles and learning tasks. Process-based roles describe expected work-related behaviors and associated set of responsibilities for individuals to perform within business settings [1]. Indeed, process-based roles: (a) define job scope, required competency levels and, sometimes, related performance metrics, (b) facilitate the monitoring and control of learning progress, (c) become a key factor to align learning outcomes with business goals and strategies, particularly in the face of organizational change, (d) frame people’s expectations on their contribution levels, affecting individual decision-making processes concerning the assessment of learning benefits and course of actions, and (e) minimize stress levels and conflicts due to unclear work objectives or role scope, among other aspects of organizational dynamics. Learning tasks have to satisfy the learning goals of role incumbents. These learning goals address previously identified learning needs and should drive the definition of proper training or educational methodologies.