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Embracing Macro-, Meso-, and Micro-Levels of Analysis of FIS-Based LMS Users' Quality of Interaction

Embracing Macro-, Meso-, and Micro-Levels of Analysis of FIS-Based LMS Users' Quality of Interaction

Copyright: © 2015 |Pages: 33
ISBN13: 9781466687059|ISBN10: 1466687053|EISBN13: 9781466687066
DOI: 10.4018/978-1-4666-8705-9.ch013
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MLA

Sofia J. Hadjileontiadou, et al. "Embracing Macro-, Meso-, and Micro-Levels of Analysis of FIS-Based LMS Users' Quality of Interaction." Fuzzy Logic-Based Modeling in Collaborative and Blended Learning, IGI Global, 2015, pp.355-387. https://doi.org/10.4018/978-1-4666-8705-9.ch013

APA

S. Hadjileontiadou, S. Dias, J. Diniz, & L. Hadjileontiadis (2015). Embracing Macro-, Meso-, and Micro-Levels of Analysis of FIS-Based LMS Users' Quality of Interaction. IGI Global. https://doi.org/10.4018/978-1-4666-8705-9.ch013

Chicago

Sofia J. Hadjileontiadou, et al. "Embracing Macro-, Meso-, and Micro-Levels of Analysis of FIS-Based LMS Users' Quality of Interaction." In Fuzzy Logic-Based Modeling in Collaborative and Blended Learning. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8705-9.ch013

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Abstract

An essential factor in determining the efficiency of the online education is the users' quality of interaction (QoI) with LMSs. In this chapter, the macro-meso-micro structure analysis is adopted, to examine the Fuzzy Inference System (FIS)-based approach of QoI, taking into account the LMS users' (professors' and students') interactions within a b-learning environment, in order to quantitatively estimate a normalized index of their QoI, accordingly. Additionally, for capturing the dynamics of the users interacting with the LMS, the data corresponding to a 51-week LMS Moodle usage time-period of two consequent academic years (2009/2010 and 2010/2011) at a HEI were analyzed. Finally, based on a systemic approach of the derived QoI, user-dependent/independent (group-like) (dis)similarities in LMS interaction trends, correlations, distributions and dependencies with the time-period of the LMS use are analyzed, towards an effort to contribute to a more objective interpretation of the way LMS Moodle-based b-learning functions within the HEIs.

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