Structure and General Effectiveness

For the NESSIE course evaluation, all participants were asked the following questions at the end of the e-learning course.  The initial analysis of results is based on considering the sample of participants as a whole, not separated by country or target group.  Further analysis is given where significant trends have been noted.


Q1. Please Rate the course 1-5 where 1 is “poor” and 5 “outstanding”

Overall results are positive, with 68% of users rating the course 4 or 5.  When this is broken down by country, the results are skewed with Greece, Romania and UK accounting for most of the positive responses.



Q2. Has the course clearly explained what you were expected to learn? Yes/ No

This is a very good result, with 85% of participants answering positively about their expectation of the course being met.



Q3. To what extent has the course covered the initial learning objectives?

-Not at all; -Not very; -Mediocre; -Quite; -Very

Most learners (66%) opted for “very” and “quite”. Learners are generally satisfied with the way the course has met the initial objectives.  However Germany, Netherlands and Sweden’s participants more frequently opted for mediocre compared to the other countries.



Q4. Has using the course led you to/will lead you to changing any of your behaviour/practice?

Yes/ No

The answers show that the course has been quite consistent in changing the behaviour of 72% of participants.  This provides evidence of some positive impact.


However when broken down by country, the percentages of people who answered “yes” is very different across partners.  The northern European countries (Germany, Netherlands and Sweden) were less positive, as fewer than 50% of their users noted any changes in behaviour.



Q5. How easy has the e-learning platform been to use?

-Not at all;  Not very; Mediocre; Quite; Very

Responses to questions on the web platform show a similar split to previous questions rating the content of the course suggesting a link between users’ perceptions of the content and its platform.

Sweden and Netherlands users tended to find it less easy suggesting a difference in IT experience of their users.

Comments by users indicate that it seems to be not so “user friendly” at a first glance, however as people get used to it, they find it easier.


Q6. How engaging have you found the course?

-Not at all; -Not very; -Mediocre; -Quite; -Very

Only just over half of users found the course quite or very engaging.  This suggests more work is needed on the design and content of the course.



Q7. Have you met any technical problems

(i.e. image and text clear visible, sounds audible, videos playing ok)? Yes/ No

Although the majority learners (69%) did not have technical problems in using NESSIE e-learning, a number of users did experience problems.  These included lack of functionality when using i-pads, activities failing to load or be submitted, loss of sound on some videos.  Information about all technical problems is being reviewed by the e-learning authors.


Q9. Has further guidance been offered, where information was complex? Yes/ No

The majority of users received guidance for complex information.  Although 88% had the services of a mentor, not all participants felt that they were offered guidance on this aspect.


Q10. Has navigation through the course been easy? Yes/ No

A large majority (91%) agree that navigation has been easy compared to the results for question 7.  This is a very positive result.


Q11. Has it always been clear what your next step in the course should be? Yes/ No

This is to be considered a good result, as with question 10 even though it is connected with navigation.  It suggests that other instructions for progressing through activities, assessment and evaluation may not have been as clear as they should.



For question 12, users were asked which parts of the course they liked the most.  Responses were mixed.  Some referred to the complete Units (Planning and Organising and Self Awareness).  Interestingly many mentioned specific soft skills components such as dealing with stress, time keeping and problem solving.  Many others stated that they favoured interactive activities and case studies.


Question 13 asked which parts they liked least.  Responses were very individual with some mentioning soft skills components, but others commenting on technical problems they experienced and several commented on the amount of reading they were required to do.


Question 14 elicited many suggestions for how the course could be further improved such as more interaction, better facility for tracking own progress, converting all buttons and tabs into users’ languages, requests for more explanations.  All suggestions will be reviewed by the authors and designers.

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