Title: E-government web site enhancement opportunities: a learning perspective
Authors: Huang, Jen-Hung
Shyu, Stacy Huey-Pyng
管理科學系
Department of Management Science
Keywords: Learning;Worldwide web;Government
Issue Date: 2008
Abstract: Purpose - This study seeks to develop a framework of analysis that categorizes features of e-government web site design in a matrix of knowledge-acquiring process versus learners' values. The proposed framework supports a development plan for a cyber governmental web site that may involve all aspects of a learning process. Design/methodology/approach - A framework for analysis is first proposed. Data were obtained from 137 part-time students during a class. Participants were requested to enter the Bureau of Foreign Trade (BOFT) web site to learn a subject of their choice in a computer lab. The instruments used for obtaining their opinions were open-ended questionnaires. Two focus group interviews were also conducted. An iterative analyzing strategy based on grounded theory was employed to obtain the results. Findings - Analytical results of the data based on the framework reveals many insights. Participants indicated that navigational aids, knowledge contents and other designs related to interactive knowledge sharing are important. Nevertheless, e-government webmasters often ignore these important features. The proposed framework is a valuable tool for web site development and maintenance. Originality/value - Although many theories about the usability of e-government web sites have been proposed, the needs of individual learners have seldom been addressed. Since learning is critical to economic prosperity and social cohesion, the factors that make an e-government web site supportive for learners should be explored. This study is, to our knowledge, the first to examine an e-government web site from a learner perspective. Furthermore, this investigation presents a framework that facilitates analyzing and improving e-government web sites.
URI: http://hdl.handle.net/11536/14298
http://dx.doi.org/10.1108/02640470810893783
ISSN: 0264-0473
DOI: 10.1108/02640470810893783
Journal: ELECTRONIC LIBRARY
Volume: 26
Issue: 4
Begin Page: 545
End Page: 560
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