Adopting learning management systems (LMS) in higher education has become a major focus of interest to implement e-learning. Evaluating the quality of LMS is important to improve learner outcomes and promote teaching strategy. Many LMSs are emerging and thus assisting higher institutions to choose the adequate LMS becomes crucial especially under fuzzy environment where uncertainties and subjectivities are considered. Because of this, the paper proposes a quality framework inspired from ISOLIEC 9126 to evaluate and rank proprietary, open source and cloud-based LMSs. Then a Fuzzy Vikor (VlseKriterijumska Optimizacija I Kompromisno Resenje) technique is applied for instantiating the proposed framework criteria and selecting alternatives from three LMSs adopted in Saudi Arabia universities. The obtained results show that the most important criteria for decision makers in these institutions are equally understandability and time behavior. In addition, the open source Moodle was set as the appropriate LMS to meet higher institutions standards.
Currently, there are many problems of the application development of E-Assessment such as the difficulty to use the assessment object from a platform to another one. In addition, the domain model reuse rate is very low in various application systems, and hardness to guarantee the consistency between designs and codes. Therefore, to resolve these problems, we need an approach aiming to automate the modeling and coding processes in e-assessment system. The present study describes an approach, based on service cloud computing, for integrating e-assessment functionalities of candidate LMS systems into a generalized eassessment process. The proposed approach is based on three steps. The first step consists on development of generic eassessment process based on reverse engineering. The second step describes a set mapping rules to adapt this generic eassessment process on the learning profiles. To ensure more flexibility in the generated e-assessment process, we create a composite cloud service that's defining the mapping rules. The third step consists of defining the resulting e-assessment process as a composite cloud service allowing flexibility and interoperability between any LMS e-assessment.
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