The document summarizes the results of a survey of 1004 learners across several European countries regarding their needs and preferences for features of a learning management system (LMS) for blended learning courses. The survey found that learners consider interactive materials, interaction with teachers and tutors, and a platform covering both in-person and online activities as important features of an LMS. The results also showed some differences in preferences based on learners' country of origin and educational level.

1. Learners’ needs:
proposals and necessary features for a LMS
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Malaga, August 28th 2015
N. Tzimopoulos, M. Filioglou, E. Mavrikaki (EDRASE)
A. Imbellone (EUROPACLUB)

2. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
DISCLAIMER
This project has been funded with support from the European
Commission.
This publication reflects the views only of the author and the
Commission cannot be held responsible for any use which may be
made of the information contained therein.

3. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Work Package 4
Objective: find the most important features for the eLearning platform (LMS)
used in a Blended Learning course
Tool: on-line questionnaire on the learners’ needs
Procedure: 1004 respondents in the period October-November 2014
Greece (571) Spain (211) Italy (152) Austria (34) Finland (24) Others (12)

4. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
The Questionnaire
•15 closed questions
(4-point Likert scale from “Needless” to “Very important”)
•1 open question for suggestions

5. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
The 15 closed questions
• cover both the face-to-face training activities and the virtual ones
• interactive materials
• interaction with teachers and tutors
• new way of studying
• clear instructions, ease of use, easily find materials and information
• personalized entry page, self-customization by learners
• omnicomprehensive application (vs. distributed among many applications)
• collaborative tools, groups, messaging
• gamification
• connection to social media

6. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Results
The great majority of the respondents found all the issues referred in the
closed questions “important” or “very important”
107 respondents sent their suggestion through the open question:
•More concrete application in everyday work activities
•Connectivity problems
•More interaction

7. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Less obvious results
Path Analysis: can be found causal connections among different measured
dimensions?
ANOVA (Analysis of Variance): are there significant differences in the
answers related to the educational level and/or the country of origin of the
respondents?

8. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
New ways of
studying
Platform covering both the face-to-face
and the virtual activities
Interactive materials
Interaction with teachers and tutors
0.26
0.30
0.22

9. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
How important is for the platform to cover both the face-to-face
training activities and the virtual ones?
0 0.5 1 1.5 2 2.5 3 3.5 4
Spain
Greece
Italy
Finland
Austria

10. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
How important is for the platform to cover both the face-to-face
training activities and the virtual ones?
0 0.5 1 1.5 2 2.5 3 3.5 4
School Diploma
Bachelor Degree
Master Degree
PhD

11. BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
Is it important that most learning activities are concentrated
inside the platform instead of being distributed among many
different tools available on the Internet?
0 0.5 1 1.5 2 2.5 3 3.5 4
School Diploma
Bachelor Degree
Master Degree
PhD

12. Thank you!
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP
For more information visit:
http://www.blendedlearning-quality.net/