How to Achieve User Satisfaction in Complex E-Learning Environments

This paper concerns the advanced research field of Web-based educational technologies. We will argue that human beings are just about to move one step forward due to continued progress in information and communication technology (ICT). Current and upcoming developments are producing a huge amount of information and knowledge that should be ubiquitously available to everyone for various scenarios and arrangements. This fact has deep implications for all individuals themselves, but particularly also for design and implementation of technological models for virtual learning that should satisfy individual user differences by respecting user strategies, self-regulation and learning management. The consideration of the conceptual background involves new advanced aspects of presentation and interaction with information as well as their implementation for enhancing the Web-based learning performance. It reflects individualization facilities and points out the significance of complex interactivity, demonstrating how the concept can be used to improve learning design efforts in education. Dealing with this matter, this paper focuses on the bridging between a Web-enabled strategy for learning reflecting individualization aspects, and the related interface design along with the required level of security, safety and privacy. Good and reliable interface design allows the user to accomplish a variety of tasks, and to operate intuitively and individually. At the same time, it can gain the attention, and help to select and access the desired adequate information. By making use of it, this strategy helps increasing the users\´ awareness, confidence, and acceptance towards system and educational application - a prerequisite for nowadays e-learning success stories. This paper also describes the key concept, the recent implementation and the evaluation of the virtual learning environment in progress called "Educational Media" (EDMedia) and includes brief conclusions as well as directio- - ns for future work according to up-coming trends in educational and knowledge technology. The illustrations include examples drawn from EDMedia