The Second International Conference on e-Learning (eLearning-2011), 29-30 September 2011, Belgrade, Serbia ANALYSIS OF FACTORS INFLUENCING PERCEIVED QUALITY OF E-LEARNING VELIMIR DEDIĆ Information Technology School, Belgrade, velimir.dedic@its.edu.rs VALENTIN KULETO Information Technology School, Belgrade, valentin.kuleto@its.edu.rs SUZANA MARKOVIĆ Information Technology School, Belgrade, suzana.markovic@its.edu.rs SLAVKO POKORNI Information Technology School, Belgrade, slavko.pokorni@its.edu.rs Abstract: This paper aims to present results of an survey conducted on 120 e-learners participating in an one-year vocational program. We have found factors that could be important measures of quality of e-learning programs and environments and as such could be useful in practice. Keywords: e-learning quality, factor analysis 1. INTRODUCTION There is a number of implicit and explicit frameworks designed to theoreticaly support e-learning practice. Founded on earlier theoretical frameworks, they identify the factors that need to be considered in efforts of creation good quality e-learning experiences. Several of these frameworks suggest key components that influence the quality of the e-learning experience: technology, pedagogy, organizational context and creativity [1], [2]. It is not yet clear how learners perceive e-learning environments, and in what ways they assist or impede learners in their learning [3], [4]. Imel [5] reports that much e-learning fails to live up to learner’s expectations. It would be better to focus attention on the student’s experience of e-learning and ―to listen to student’s voices in seeking to extend our knowledge of e-learning‖ [6]. When designing an e-learning course or setting up an e- learning environment [7], instructors are faced with many considerations and decisions that consequently affect how students experience instruction, construct and process knowledge. Course design, learning material, and electronic course environment can account for the overall perceived quality of the e-learning experience. The quality of the learning environment and the easiness of using a learning management system also contribute to the success and course satisfaction of an e-learning course and performance. Some of key quality-gaining strategies can be grouped into the following elements [9]: Assisting user retention (promoting ―learnability‖), putting the user in control, creating logical and consistent screen design and providing efficient user guidance. Interaction between students and an instructor: interaction supports knowledge construction, motivation, and the establishment of a social relationship. The exchange of information regarding educational content as well as socio-emotional information is important for learning. Interaction with peer students: this aspect consists of communication processes, where students exchange information of the course contents and socio-emotional information. Individual learning processes: e-learning students may receive ample opportunities to practice and apply what they are learning. Course outcomes: course outcomes may refer to cognitive, such as theoretical and methodical knowledge, skills required for problem solving, personal/social competences and emotional variables, satisfaction with a course. Liaw and Huang [10] suggested that four elements should be considered when developing e- learning environments: environmental characteristics, environmental satisfaction, learning activities, and learners’ characteristics. The aim of this paper is to explore which elements of the e-learning process are influencing learner ’s perceived quality of the experience. 12