A Conceptual View of Web-Based E-Learning Systems

Schewe, Klaus‐Dieter; Thalheim, Bernhard; Binemann-Zdanowicz, Aleksander; Kaschek, Roland; Kuss, Thomas; Tschiedel, Bernd

doi:10.1007/s10639-005-6749-2

Cited by 19 publications

(5 citation statements)

References 24 publications

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“…Functionality and system reliability fit neatly under the Information Technology Infrastructure Library (ITIL) framework of Service Delivery, which includes the essential processes to deliver and improve quality (Cartlidge et al, 2007). Schewe et al (2005) propose that the dissemination of subject content or information can be enhanced by extending Abdellatief's (2011) three elements (service content, system functionality, IT system reliability) via best practice framework guidelines for web-based ELearning systems. Other frameworks for ELIS development and deployment have also been proposed for example Khan (2004) offers a People-Process-Product framework while MacDonald et al (2001) suggest that appropriate content, delivery and service coupled with a quality structure act as a means to achieve various learner outcomes in web-based learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Using this feedback, new or complimentary themes will be identified and then explored in detail to highlight areas where further improvements to the operation of the current ELIS. It is also envisaged that the current ELIS will be evaluated using an appropriate framework (see for example Abdellatief 2011, Khan 2004, MacDonald et al 2001or Schewe et al 2005.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

“…It is also envisaged that the current ELIS will be evaluated using an appropriate framework (Abdellatief et al, 2011;Khan, 2004;MacDonald et al, 2001or Schewe et al, 2005.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

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Engaging IT undergraduates in non-IT content

Gallagher

Sixsmith

2014

Interactive Technology and Smart Education

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This paper reports on the efforts made to enhance the engagement of IT students with non-IT specific content. The mechanism to foster this engagement was the introduction of an ELearning Information System (ELIS) for a finance related subject within an IT undergraduate degree at our University. The subject developers were primarily concerned with both the learning design and the engagement of the student to enable the effective incorporation of an ELIS into the classroom. Design/methodology/approach This interpretive research used a comparative case study as the aim was to gain an in depth understanding of a particular situation. The research approach also allows an open-minded interpretation of the collected data as the researcher is interested in looking for the "Why and not the How". Data was collected via an online University student feedback survey. Findings Four key themes emerged from the data as follows: 1. IT students learning non-IT related content was a major driving force behind the changes to the course. 2. Staff change brought fresh eyes to the subject content and enabled improvements to occur. 3. Introducing the ELIS assisted the teaching staff to reduce preparation time while also helping students learn at the own pace. 4. Collaborative group work helped facilitated student insights into real life work scenarios The findings show that each of the key themes identified played a role in improving student engagement and satisfaction with the non-IT subject matter. Research limitations/implications A limitation of this research is that it is restricted to one subject within our University which has used two different ELearning ISs. As such, the research provides a limited snapshot of delivering non IT content to IT undergraduates As additional data in relation to areas where subject content and the group work aspect could be improved has been collected from students. Using this data future research can identify new complimentary themes will be identified and then explored in detail to highlight areas where further improvements to the operation of the current ELIS. Another area for future research is investigating an individual's learning perspective in regards to using an information system in an ELearning context. Another area for future research is a focus on the Service Delivery and Quality of the ELIS to help ascertain if these components warrant investigation under a known industry framework such as the Information Technology Infrastructure Library. Practical implications The outcomes from this study are far greater than for the specific subject discussed in this paper. There is potential for any ELIS implementation to benefit from these outcomes however the ELIS itself is not the sole driver in improving student engagement as the other themes identified in this paper have all contributed to this improved student engagement and satisfaction. Originality/value The value of this paper is from its practical perspective. Engaging IT students in non-IT subject matter is a challenging proposition for w...

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Section: Literature Reviewmentioning

confidence: 99%

Section: Limitations and Future Researchmentioning

confidence: 99%

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Engaging IT undergraduates in non-IT content

Gallagher

Sixsmith

2014

Interactive Technology and Smart Education

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“…The technical implementation of the authoring system, L(C)MS, and run-time system may range from local, monolithical, to distributed architectures using the Internet. An alternative, more formal conceptual view on elearning systems is also given in [13].…”

Section: Digital Information Products In E-learningmentioning

confidence: 99%

Product lines for digital information products

Oberweis

Pankratius

Stucky

2007

Information Systems

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The growth of the Web has fueled the creation, storage, and exchange of digital information products (DIPs), whose main purpose is the delivery of information, entertainment, education, or training. Very often, after their initial creation, the growing amount of content also leads to a more complicated maintenance, since updates typically occur rather often and the potential variability of modifications is not limited in advance. Moreover, commonalities between different parts of similar information products are not exploited, which often leads to redundancy. At the moment, there is hardly any attempt to compose information products from different sources and to produce more complex information products in a coordinated way. To help remedy this situation, this paper introduces the Product Lines for digitAl iNformation producTs (PLANT) approach, which applies the concept of software product lines to DIPs. The PLANT approach explicitly manages the commonalities of similar DIPs by defining common requirements, limiting variability in advance, as well as planning and coordinating reuse. This article focuses on the modeling of such product lines. In particular, the developed general concepts will be exemplified throughout the paper in the area of e-learning, in which DIPs play an important role. The application of PLANT in other areas and an implemented tool that supports the creation of information products in a product line are outlined as well. r

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“…(e) Web-based educational systems (e-learning, e-teaching, etc. ), for example: (i) Web-based learning and teaching technologies are studied in [1], (ii) development of adaptive Web-based courseware was introduced in [8], (iii) building a Web-based educational system was presented in [40], (iv) conceptual view of web-based e-learning was suggested in [51];…”

Section: Introductionmentioning

confidence: 99%

Towards Configuration of applied Web-based information system

Levin

2011

Preprint

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In the paper, combinatorial synthesis of structure for applied Web-based systems is described. The problem is considered as a combination of selected design alternatives for system parts/components into a resultant composite decision (i.e., system configuration design). The solving framework is based on Hierarchical Morphological Multicriteria Design (HMMD) approach: (i) multicriteria selection of alternatives for system parts, (ii) composing the selected alternatives into a resultant combination (while taking into account ordinal quality of the alternatives above and their compatibility). A lattice-based discrete space is used to evaluate (to integrate) quality of the resultant combinations (i.e., composite system decisions or system configurations). In addition, a simplified solving framework based on multicriteria multiple choice problem is considered. A multistage design process to obtain a system trajectory is described as well. The basic applied example is targeted to an applied Web-based system for a communication service provider. Two other applications are briefly described (corporate system and information system for academic application).

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A Conceptual View of Web-Based E-Learning Systems

Cited by 19 publications

References 24 publications

Engaging IT undergraduates in non-IT content

Engaging IT undergraduates in non-IT content

Product lines for digital information products

Towards Configuration of applied Web-based information system

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