Abstract
Web-based learning environments with 25 web-based courses were evaluated at Tampere University of Technology (TUT) in Finland. During the evaluation process over 200 students answered a web survey which included questions on computer skills, attitudes towards learning and web-based learning, collaboration, learning experience, experience of the usefulness as well as quality of web-based learning environments. The K-means cluster analysis was used to form groups among students. Five groups of students were set up: 1. Web students, 2. Students needing technical support, 3. Dropout students, 4. Disappointed students and 5. Conscientious students. Quality experiences of web-based learning environments and realization of added value differ between the groups. The results of the research help understand how and why different learners prefer different properties of web-based courses and why students' feedback differs on quality issues. The results help designers to make prioritized decisions for developing the quality of web-based teaching and learning environments.
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