Table 3.

Domains and methods for evaluating postgraduate medical electronic learning design (part 1).

Factor	Riding’s Cognitive Style Analysis	Kern’s six steps	Motivated Strategies For Learning Questionnaire	Software Usability Measurement Inventory	Dunet model	Website Motivational Analysis Checklist	Davis's model	de Leeuw quality indicators
Learning aims/objectives	—a	xb	x	—	x	x	x	x
Measurement of performance	—	x	x	—	x	—	—	x
Aim for change/transfer to the job	—	x	—	—	x	—	—	x
Satisfaction	—	—	—	x	x	—	—	x
Usability and control	—	—	—	x	x	x	x	x
Integration or recall of prior learning	—	x	x	—	x	—	—	x
Confidence	—	—	—	—	x	—	—	x
Suitability/usefulness/relevance/helpfulness	—	x	x	x	x	x	x	x
Attention	—	—	x	—	—	—	—	x
Sensing or intuitive learning	x	—	—	—	—	—	—	—
Visual or verbal learning	x	—	—	—	—	—	—	—
Active or reflective learning	x	—	—	—	—	—	—	—
Sequential or global learning	x	—	—	—	—	—	—	—
Content accountability	—	—	—	—	x	x	—	x
Multimedia use	—	x	—	—	x	x	—	x
Problem-based setting	—	—	x	—	—	—	—	x
Impetus for use/motivation	—	x	x	x	x	x	—	x
Costs	—	—	—	—	—	—	—	x
Feedback and interactivity	—	x	x	—	—	x	x	x
Challenge	—		x	—	—	x	—	x
Commitment and maintenance	—	x	x	—	—	—	—	x
Implementation	—	x	—	—	x	—	—	x
Rehearsal	—	—	x	—	—	—	—	x
Time management	—	—	x	—	x	—	—	x
Tasks	—	—	x	—	—	—	—	x
Efficiency	—	—	—	x	—	—	—	x
User expectation	—	—	—	—	—	—	x	—

^aFactor present in the model.

^bFactor not present in the model.