Distance and electronic learning applications (DELAs) are continuing to usher in mixed blessings of cost-benefit tradeoffs. Nowadays, students, faculty members, and academic institutions are collaborating in teaching, learning, and completing degree requirements via DELAs. Unfortunately, several research questions about e-learning applications remain unanswered. How should DELAs be designed for situated learning [1,2] and the different learning strategies, motivations, and level of experience of users? What accounts for an effective and efficient DELA? What kind of synergies should be infused into the learning processes of users’ interactions with a DELA?

Ardito et al. describe a model for comprehensive assessment of the usability, accessibility, didactic effectiveness, and efficiency of e-learning hardware and software. The systematic usability evaluation methodology (SUEM) is predicated on usability inspections of DELAs and testing evaluation outcomes. In SUEM, abstract tasks are the evaluation patterns for assessing the compliance measurement of e-learning components with standardized attributes and guidelines. The abstract tasks are used to describe inspection actions to perform in the analysis of the platform and educational content objects of DELAs. An abstract task includes the identity, title, goal, application objects, evaluation activities, and description of inspection outcomes. The SUEM advocates an evaluation framework focused on a library of abstract tasks, usability attributes, expert inspection, and user testing. In SUEM, effectiveness and efficiency are evaluated within the clarity and visual design of presentation tools, hypermedia support for structuring instructional materials, support of alternative platform topological definitions for diverse users, and capability for individualized scaffolding attenuation dimensions.

The authors provide a comprehensive literature review on the usability of e-learning systems for pedagogy and learner-focused interface and instructional designs. Indeed, effective DELAs ought to provide easy personalized navigation access to instructional contents, as well as motivate self-assessment and collaborative learning tools for users. Moreover, instructors should be able to plan and structure course content for different cognitive styles, and coaching and cooperative learning via an effective DELA. Ardito et al. present usability criteria and guidelines for the evaluation of e-learning platforms and modules to exemplify the usefulness of the SUEM. Unfortunately, no formal metrics for assessing the overall usability dimensions are presented. Undoubtedly, the paper provides unique insights for interdisciplinary researchers to collaborate on defining metrics for the usability of DELAs.