E-Learning Systems Requirements Elicitation

AlKhuder, Shaikha B.; Alali, Fatma

doi:10.4018/ijvple.2017010104

Cited by 6 publications

(6 citation statements)

References 9 publications

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“…In our attempt to make a survey to study the limitations of the traditional requirements elicitation approaches for eLS; we only found very little publications that address requirements elicitation for eLS in particular. AlKhuder and AlAli [21] presented the importance of requirements elicitation activity for the eLS development, mentioned some of eLS characteristics that challenge the requirements elicitation activity e.g. the on-going demand of requirements of learners, and the variability of stakeholders.…”

Section: A Requirements Elicitation For Elsmentioning

confidence: 99%

“…Also, the high interactivity nature of the learning process, leads to an on-going demand of requirements that should be fulfilled for better improvement of the learning process and satisfaction of stakeholders. Limitations of the traditional requirements elicitation approaches are also exists when requirements elicitation are performed on eLS [21], [13]. Hence, we propose crowdsourcing too to be used in the eLearning context to handle the eLS characteristics and serve in the requirements elicitation activity.…”

Section: Introductionmentioning

confidence: 99%

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CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

Rizk¹,

Mervat²,

Ahmed³

et al. 2019

IJACSA

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Crowdsourcing is the process of having a task performed by the crowd. Because of the Web evolution, recently crowdsourcing is being used in the field of Requirements Engineering to help in simplifying its activities. Among the information systems that were highly affected by the Web evolution are the eLearning Systems (eLS). eLS has special characteristics, such as the large number and diversity of users who could be geographically dispersed. To the best of our knowledge, there is little evidence that a crowdsourcing based requirements elicitation approach especially tailored for eLS that addresses their special characteristics exists. In this paper we attempt to fill in this gap. We present Crowdsourcing based Requirements Elicitation for eLS (CREeLS), which is made up of a framework of the necessary elements of crowdsourcing suggesting specific tools for each element, and a phased approach to implement the framework. We evaluated our approach through analyzing real-life users' reviews and extracted keywords that represent users' requirements by using topic modeling techniques. The reached results were then evaluated by manual text reviewing and the extracted features were found to be coherent. CREeLS has 0.66 precision and 0.79 recall. Hence we contend that CREeLS can help requirements engineers of eLS to analyze users' opinions and identify the most common users' requirements for better software evolution.

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Section: A Requirements Elicitation For Elsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

Rizk¹,

Mervat²,

Ahmed³

et al. 2019

IJACSA

View full text Add to dashboard Cite

show abstract

“…Using different technological tools like computers, smartphones, speakers, applications, and other online platforms on the Internet has changed the traditional classroom into a modern Information and Communications Technology (ICT) based classroom (Ramli, 2017). In traditional education processes, away from ICT, students had to go to school, find the right classrooms, pay attention to the instructors, spend time in libraries, and interact with others for all of that to be suitable for students, requirements elicitation was rather a difficult process to apply to e-learning because of the extended domain range over the web ((Alkhuder & Alali, 2017). "Teachers will not be replaced by technology, but teachers who do not use technology will be replaced by those who do."…”

Section: Review Of Literature Information Communication and Technolog...mentioning

confidence: 99%

“…E-learning, as stated by Khan (2005), is "many advantages can be found in the implementation of an innovative approach for delivering well-designed, learner-centered, interactive, and facilitated learning environment to everyone, anyplace, anytime by utilizing the attributes and resources of various digital technologies along with other forms of e-learning materials suited for open, flexible, and distributed learning environment". Life-long learning is the highest aim of e-learning systems; to deliver knowledge without boundaries to everyone nearby and overseas, and to (Alkhuder & Alali, 2017). Bhat (2018) stated that using Google Classroom (GC) is a more popular platform than E-Learning.…”

Section: Introductionmentioning

confidence: 99%

Technology-Based Collaborative Learning (Tbcl) to Enhance Students’ Speaking Performance During the Covid19 Pandemic

2022

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This research aims to investigate the integration of technology for students to learn collaboratively in practicing their speaking. This study took another possible way to use the google meet link through Google classroom to meet students and improve their speaking on different topics. This research applied a pre-experimental study. In semester six, the population was all students, English department Universitas Borneo Tarakan. Through random sampling, the samples were Class A consisting of 31 students. The instrument was a spoken test administered as a pre-test and post-test and speaking scoring rubric and the data on students’ speaking was analyzed using SPSS 17. The result showed the value of t-count greater than t-table (26 372> 2042), and a p-value less than α (0.000 <0.050) which means that there are significant differences between pre-and post-by-paired t speaking measured scoring. As a result, technology-based online collaborative learning can significantly increase the total score of students' speaking skills in English. This research was expected to contribute to the body of knowledge on how technology brought a change and opportunity to keep learning during pandemics and this study also tended to assist the students to improve their spoken language

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“…It can help an institution boost student numbers (Matovu, 2012), promotes environmental sustainability by reducing stationery requirements, and improves the quality of learning (Kasse and Balunywa, 2013;Trakru and Tapan, 2019). Among the challenges of e-learning identified include the high dropout rates which may go up to as high as 78% attributed to learner frustration with the e-system due to lack of adequate support, limited bandwidth, and general infrastructural challenges given the limited financial envelope (Hussain et al, 2018;AlKhuder and AlAli 2017;Matovu, 2012;Parker, 1995;Kasse and Balunywa, 2013;Ouma, 2019;Oye et al, 2012;Trakru and Tapan, 2019), quality concerns, skill set inadequacy, not suitable for practical courses (Matovu, 2012;Ouma, 2019), the perception of both the students and their lecturers towards ICT, and their general readiness to adopt ICT driven methodologies (Oye et al, 2012). To make e-learning more effective, the literature stress the need to train staff in e-learning methodologies (Kasse and Balunywa, 2013;Trakru and Tapan, 2019), make e-learning more interactive, build the capacity of the ICT support desk, integrate ICT policy in an institutional strategic plan (Oye et al, 2012) and have e-learning that is easy to use (AlKhuder and AlAli, 2017).…”

Section: Introductionmentioning

confidence: 99%

Perceptions Towards the Effectiveness of E-Learning in Private and Public Universities in Uganda: A Comparative Study.

Kizza

Kasule

Amonya

et al. 2021

East Afr. j. arts soc. sci.

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The Covid-19 pandemic has made universities in Uganda to re-think the way education is delivered in challenging situations without sacrificing the intended objectives of university education. This study investigates the perception of both students and lecturers in private and public universities towards the effectiveness of e-learning. The study followed a quantitative approach and a cross-sectional survey design. The study sample consisted of students and lecturers in the departments of the Arts and Social sciences conveniently selected based on their willingness to participate. The study objectives were 1) to investigate whether there exists a difference in perception towards e-learning effectiveness between students in private and public universities 2) to investigate whether there exists a difference in perception towards e-learning effectiveness between lecturers in private and public universities. The two-sample t-test with equal variance was used to analyse the data. The study findings revealed the existence of a significant difference in perceptions towards e-learning effectiveness between students in private and public universities (p = 0.0000 < 0.05), and between lecturers in private and public universities (p = 0.0000 < 0.05). It is concluded that the apparent differences in perception are better explained by the state of readiness to adopt e-learning by both students and lecturers in private and public universities. It is recommended that universities obtain the necessary ICT infrastructure to support e-learning, make it easily accessible, and continuously train both students and lecturers in e-learning methodologies. It is also recommended that e-learning methodologies become an integral part of the teaching-learning methodologies in universities.

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E-Learning Systems Requirements Elicitation

Cited by 6 publications

References 9 publications

CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

CREeLS: Crowdsourcing based Requirements Elicitation for eLearning Systems

Technology-Based Collaborative Learning (Tbcl) to Enhance Students’ Speaking Performance During the Covid19 Pandemic

Perceptions Towards the Effectiveness of E-Learning in Private and Public Universities in Uganda: A Comparative Study.

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