Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

Abstract

Amid the recent disease outbreaks that have been spreading across the world, the education systems in every country have witnessed a dramatic transformation. In particular, the situation has promoted online learning on an unprecedented scale, with classes being held virtually on digital platforms. This vital transformation is a major challenge in developing countries where information infrastructure for remote learning is lacking. Inspired by these observations, this study first investigated the obstacles in the way of the deployment of smart education systems (SESs) in developing countries from a technical perspective. Consequently, a detachable SES framework, named vSmartEdu, is proposed. The framework is based on a hybrid online/offline web-service model, which adopts a service-based architecture (SBA) design concept to develop smart classrooms. In particular, the online mode is activated for a web-based classroom if an Internet service is available. In contrast, the offline-version of the system is available in offline mode in packaged form, and is utilized when the Internet is not available in a local classroom. Finally, a prototype was deployed to collect feedback from learners and educators at various educational levels. The trial implementation and survey results concretely validate the feasibility and advantages of the proposed solution.

An Expert-Opinion-Based Evaluation Framework for Sustainable Technology-Enhanced Learning Using Z-Numbers and Fuzzy Logarithm Methodology of Additive Weights

“…Studies have explored the integration of these technologies to facilitate personalized learning experiences, adaptive assessment, and intelligent feedback mechanisms [35][36][37][38][39]. Additionally, the development of cloud-based learning platforms and mobile applications has expanded access to education, enabling learners to engage in learning anytime and anywhere [40][41][42].…”

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

“…In South Africa, many students enrol for tertiary education through distance e-learning institutions, while they themselves still reside in the rural areas of the country (Maheshwari, Gupta & Goyal, 2021;Songca, Ndebele & Mbodila, 2021). However, studying within an e-learning context requires a proper ICT infrastructure (Pham, Dao, Nguyen-Thanh, Cho & Pham, 2021) and the lack of electricity and internet connectivity remain a challenge for most such students. The above implies that poverty and the lack of ICT resources and infrastructure tend to inhibit the students' ability to exploit the education systems involved (Alderete, 2017).…”