One of the advanced technologies in e-learning deals with the systems’ ability to fit the students’ preferences. It emerged based upon the common conception that every person has different learning style. However, despite the many options of learning style models toward using personalized e-learning, there are considerable challenges to assess the usability degree of the e-learning. The aim of this study is the evaluation of usability of personalized adaptive e-learning system that has been developed based on students’ learning style and initial knowledge level. The study involved 62 Computer Network students in one of the public vocational secondary schools in Yogyakarta, Indonesia. To measure the usability, the USE Questionnaire, which consists of four indicators (usefulness, ease of use, ease of learning, and satisfaction) represented by 30 questions with four possible Likert scale options, was distributed to the students. The research finding indicates at first the usability of the adaptive e-learning system for the students was well accepted in all aspects of usability. Next, the multiple linear regression result showed that the variables usefulness, ease of use, and ease of learning simultaneously influence satisfaction. Lastly, the regression results also revealed that the variables usefulness and ease of use partially influence satisfaction, while the variable ease of learning does not.

The primary purpose of this study is to evaluate the web-based adaptive e-learning application based on the expert-based assessment. There are two aspects of assessment considered in this study, the first one will evaluate the e-learning system in terms of the learning content and its structure, and the second one will focus on the media aspect. The process of evaluation was started by developing the instruments of evaluation by taking into account some related literature. Then, the content validity of the instruments was checked by scientific experts. After that, the assessment was conducted by two groups of experts in a paper-and-pencil format by marking one out of 4 points Likert scale. The result was then analyzed through some justification approaches and indicated that the adaptive e-learning application was categorized acceptable to use in the learning process.

The availability of a good acceptable learning media is a vital part of the learning process. This paper presents a usability evaluation of the asynchronous serial communication module, which can exhibit the level of acceptance of Data Communication‘s students. The survey was performed based on ten simple statements of the System Usability Scale (SUS) questionnaire. The research‘s findings have been analyzed in three different approaches, i.e., visual “five-pointed star” shape assessment, Bangor et al. model verification, and curved grading scale justification. The analysis showed that the serial communication module is in the acceptable category.

The cooperation between vocational high school and industry in Indonesia has been established for decades ago. The goal of this cooperation program is to achieve the skill and knowledge which are needed in the workspace. Consequently, vocational education and training should be conducted both in vocational school and in industry. That is the main reason for the vocational school to cooperate with the companies. The initial step to developing beneficial cooperation should start by initiating the mutual acceptance and understanding from each party in the form of Memorandum of Understanding. It means that the vocational school needs to communicate, coordinate, and cooperate with industry, especially with the trainers. Unfortunately, there are several factors that inhibit those three processes, such as difficult to find a suitable time and place and lack of media communication platform. The proposed online technology that can support all three levels of communication, coordination, and cooperation between the vocational school and industry is BLok online platform. It is a German online training report system for dual vocational training that enables all vocational training parties to participate.