Bilişsel Gezinti ile Kitlesel Açık Çevrimiçi Ders (KAÇD) Web Sitelerinin Kullanılabilirliğinin Değerlendirilmesi

Günümüzde Kitlesel açık çevrimiçi dersler (KAÇD) yaygın olarak tercih edilen öğrenme yöntemlerinden biri olarak karşımıza çıkmaktadır. Bu sistemlerde öğrenciler zaman ve mekândan bağımsız olarak öğrenme kaynaklarına web siteleri aracılığıyla erişebilmektedirler. Bu erişimler sırasında sistemlerin etkinliği için kullanılabilir olmaları oldukça önem taşımaktadır. Bu çalışma kapsamında, üç popüler KAÇD web sitesi olan Udemy, Udacity ve Coursera’nın kullanılabilirliklerinin değerlendirilmesi hedeflenmiştir. Kullanılabilirlik değerlendirmesi için uzman temelli bir değerlendirme yöntemi olan bilişsel gezinti kullanılmıştır. KAÇD web sitelerinde gerçekleştirilebilecek eylemler sistem tasarımı ve erişimi, eğitim kaynakları, kurs, profil ve yardım kategorileri altında belirlenmiştir. Bu eylemler gerçekleştirilirken sistem tarafından oluşan yanıtlara dayalı olarak kullanılabilirlik problemleri belirlenmiştir. Belirlenen kullanılabilirlik problemlerinin; arayüzde yer alan gerekli fonksiyonların görünür olmamaları, arayüz tasarımındaki yetersizlikler ve bazı eksik fonksiyonlar ile ilgili olduğu tespit edilmiştir. İncelenen üç KAÇD web sitesi arasında Coursera web sitesinde daha az sayıda kullanılabilirlik problemi belirlenirken en fazla sayıda problem Udacity web sitesinde tespit edilmiştir. Tespit edilen problemlere yönelik olarak bu sistemlerin tasarımlarını iyileştirmek ve genel olarak KAÇD web sitelerinin kullanılabilirliğini artırmak için öneriler sunulmuştur.

Anahtar Kelimeler:

kullanılabilirlik, kullanılabilirlik değerlendirmesi, bilişsel gezinti yöntemi, kitlesel açık çevrimiçi ders

Usability Evaluation of Massive Open Online Courses (MOOC) Websites with the Cognitive Walkthrough

Nowadays, Massive Open Online Courses (MOOC) has emerged as one of the widely preferred learning methods. In these systems, students can access learning resources through websites, regardless of time and place. Ensuring the usability of these systems is essential for their effectiveness. Within the scope of this study, it was aimed to evaluate the usability of three popular MOOC websites, which were Udemy, Udacity and Coursera. Cognitive walkthrough, an expert-based evaluation method, was used for usability evaluation. Actions to be performed with these systems were identified under four categories which were the system design and access, educational resources, course, profile, and help for MOOC websites. Usability problems were determined based on the responses generated by the system while performing these actions. The identified usability problems were related to the lack of visibility of the necessary functions in the interface, deficiencies in the interface design, and some missing functions. Among the three MOOC websites examined, fewer usability problems were identified on the Coursera website, while the largest number of problems was identified on the Udacity website. In addition, Recommendations have been made to improve the design of these systems and to increase the usability of MOOC websites in general in addressing the identified problems.

Keywords:

usability, usability evaluation, cognitive walkthrough method, massive open online course,

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