Volume Two - Academic Conferences

Adriana Schiopoiu Burlea et al.
Even the students that used for the first time an eLearning platform (UL1) considered that they
learned easily to use Tesys (UFT1).
The relationship between students and project team (US2) was well appreciated by the students and
the correlations between student satisfaction in the process of acquiring new knowledge (US1) and
this relationship has a value of 0.783.
The students’ expectations regarding course curricula developed through eLearning platform TESYS
(TQ1) are positively related to the access of the courses (UFT2 – value between items: 0.728) and to
the evaluation system through eLearning platform TESYS (KM1 – value between items: 0.783).
The communication process between student and teacher (KM2) is positively related to the course
content (TQ2 – value between items: 0. 436)
The acquisition of new knowledge through eLearning platform TESYS was beneficial for students
(KM3) and they related this performance to the course content (TQ2 – value between items: 0.804).
The students succeeded to capitalize the knowledge acquired through eLearning platform TESYS
(KM5) and they consider that the acquisition of new knowledge through eLearning platform TESYS
was beneficial for them (KM3 - value between items: 0.717).
Most important, training students how to use TESYS led them to the high level of satisfaction in the
process of using TESYS, and the course curricula eased the students’ access to the knowledge
quickly, efficiently, and with positive results.
Some students that use mobile phone devices for uploading assignments or participating in
discussions considered to have the most difficulty with platform regarding their attempts to upload
work.
The results are significant and indicate many positive relationships between technical characteristics
of the eLearning platform, the personal characteristics of the users, courses quality on eLearning
platform TESYS, and exam performances.
Therefore, the results support all four hypotheses.
Theoretical and practical contributions of our research consist of the fact that, despite effective usage
of eLearning platform Tesys is often hindered by technological characteristics. With our research, the
TESYS team has a quick grasp on which enablers are critical for Tesys usage.
Theoretically, this study supports the argument for the inclusion of eLearning platform characteristics
and functionalities within the technical perspective and within the users’ expectations and needs.
To enhance the fit between technology and user satisfaction, Tesys should be made versatile by
providing a range of functions to match the individual tasks and to be made open to the users, no
matter how competent they are. Moreover, set of well-designed courses is necessary, to heighten
self-efficacy of the students, no matter if they are beginner or advanced in using an eLearning
platform. It is very important for the students to acquire useful knowledge free, quickly, and have
resting time at home. The eLearning platform TESYS is very good for teachers and students, and is
so friendly.
In summary, this study helps the team that administrates an eLearning platform to set up policies and
to take corrective actions that would make users not only willing to use this platform, but also to enjoy
doing so. When the user spends less time for administration of the Tesys, the user has more time for
interactive engagement for increased learning. In terms of fostering creative expression, the students
find eLearning platform Tesys largely lacking.
5. Conclusions
In this paper, we have reported findings from two studies realised in the period 2005-2007 and 2010-
2011, concerning the improvement of the eLearning platform TESYS and the user’s satisfaction.
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