E-Learning Systems: A Review

Thakkar, Samir R.; Joshi, Hiren

doi:10.1109/t4e.2015.6

Cited by 15 publications

(6 citation statements)

References 8 publications

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“…Online learning systems 1 and intelligent tutoring systems 2 have progressed significantly in recent years. Higher educational institutions started incorporating online learning systems into courses.…”

Section: Background and Summarymentioning

confidence: 99%

“…The existing studies on EDM of programming are similar to that of Math, English and Physics, such as improving the adaptive learning capabilities of online learning platforms by mining student interaction data, predicting students' programming behaviours and analysing the error messages of source codes [7][8][9] . However, the education scenario of computer programming is significantly different from the aforementioned subjects in the following aspects: (1) The answer to a question is not simple options (e.g. A, B, C, D), but source codes in the text format; (2) A question may have multiple correct answers (source codes) and these source codes could be completely different; (3) An online programming platform often has various feedback types beyond simple correctness, including the running state of the code, such as memory and time overhead incurred during execution; (4) Repeated answering is often restricted or ignored in traditional scenarios, but questions can be answered repeatedly in online programming platforms.…”

Section: Background and Summarymentioning

confidence: 99%

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ACcoding: A graph-based dataset for online judge programming

Chen,

Huang,

Liu

et al. 2024

Sci Data

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A well-designed educational programming dataset is a valuable asset for students and educators. Such a dataset enables students to improve their programming performances continuously, provides researchers with significant data sources to identify students’ learning behaviours and enhance the quality of programming education. Several existing datasets for programming education are either limited by a small number of participating students or a short span of learning records, bringing great challenges to investigate students’ learning patterns in programming. We present a graph-based large-scale dataset specialized in programming learning on Online Judge (OJ) platform. The dataset, named ACcoding, was built by a university teaching group. As of the submission date of the initial manuscript of this paper (May 6, 2022), the dataset contains 4,046,652 task-solving records submitted by 27,444 students on 4,559 programming tasks over a span of 6 years. The large size of the dataset, combined with rich functional features, empowers educators to trace students’ programming progress and choose appropriate programming tasks for specific training purposes. We also presents examples of applications used by the dataset.

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Section: Background and Summarymentioning

confidence: 99%

Section: Background and Summarymentioning

confidence: 99%

ACcoding: A graph-based dataset for online judge programming

Chen,

Huang,

Liu

et al. 2024

Sci Data

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“…In 2010, Instructure launched Canvas also as an open-source platform. In 2011, the Design2Learn Corporation launched BrightSpace (Thakkar & Joshi, 2015). To the best of the researchers' knowledge, there is no reliable worldwide statistics of LMS usage.…”

Section: Research Question 1 What Are the Technological Innovations mentioning

confidence: 99%

Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses

Sánchez-Gordón

Luján-Mora

2017

Journal of Educational Computing Research

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There are millions of people worldwide-of all ages, conditions, backgrounds and motivationswith significant learning needs. Unfortunately, traditional education is not efficient enough to meet these needs. That is, the available educational resources are not fully exploited to help cover the demand. There is an increasing need for large-scale access to cost-effective and high quality education. The use of technological innovations for large-scale teaching might be part of the solution. In this context, the goals of this study were to identify technological innovations that can be considered historical milestones in large-scale teaching, to systematize experts' opinions about the topic, and to propose strategies for the successful implementation of massive open online courses (MOOCs). The researchers identified and analyzed a documentary corpus and found that, in the use of technologies for large-scale teaching, there has been a parallel evolution that have led to the emergence of MOOCs and includes five roots: distance education and online learning; testing/teaching machines and computer-assisted instruction (CAI); learning management systems (LMS); open education (OE) and open educational resources (OER); and online massive teaching. The researchers propose three strategies for the successful implementation of MOOCs: careful consideration of the c/xMOOC pedagogical spectrum characteristics, selection of an appropriate MOOC model, and management of implementation challenges.

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“…There are many learning-related activities in an educational setting, and educational institutions generate large amounts of potentially rich data on a regular basis to extract information from those data for a better understanding of learning-related processes [12], [13]. E-learning is a critical component of the current educational system as it transforms the entire educational system and has become one of the most popular topics among academics [14]. Gaebel et al (2014) define it as the employment of a variety of ICT and electronic devices in the classroom [15].…”

Section: Introductionmentioning

confidence: 99%

A Web-based Awareness System for Improving Open-source e-learning Software adoption by Nigerian Higher Institutions of learning

Wadata¹,

Modi²,

Umar³

et al. 2022

IJASRE

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Open-source software has been widely developed and adopted for different purposes, including in the educational sector. Many institutions of learning extensively utilize open-source e-learning software to complement their in-class programs, especially during the COVID-19 pandemic. But many institutions of learning in Nigeria are still unable to utilize the opportunity due to a lack of adequate awareness and guidance on how to adopt the software. This study is aimed at educating the Nigerian public on open-source e-learning software and its benefits in education, especially in tertiary institutions amid the COVID-19 pandemic. To better have a wide coverage of respondents in Nigerian tertiary institutions, we conducted an online survey and a paper-based questionnaire. A sample of 500 responses was collected from Nigerians with different high educational levels regarding Open-Source e-learning adoption and awareness. However, only 349 responses were returned. The results of the survey were analyzed using python-based analysis libraries. The findings indicated that a greater percentage of the respondents were aware of what constitutes open-source e-learning but that most institutions in Nigeria have not fully utilized the platform for learning activities. It is implied that a reasonable number of respondents have literacy knowledge of open-source learning and agree that COVID-19 has greatly influenced the use of e-learning software in Nigerian institutions. It is therefore recommended that more work be done to improve the awareness level of various institutions to fully utilize the technology and the benefits it represents. This led to the development of a web-based solution for creating more awareness among the public. This would help close the gap found in this study and affect how open-source e-learning software is used in Nigerian schools.

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E-Learning Systems: A Review

Cited by 15 publications

References 8 publications

ACcoding: A graph-based dataset for online judge programming

ACcoding: A graph-based dataset for online judge programming

Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses

A Web-based Awareness System for Improving Open-source e-learning Software adoption by Nigerian Higher Institutions of learning

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