Enriching e‐learning metadata through digital library usage analysis

Abstract

PurposeIn this paper we propose an evaluation framework for analyzing learning objects usage, with the aim of extracting useful information for improving the quality of the metadata used to describe the learning objects, but also for personalization purposes, including user models and adaptive itineraries. MethodologyWe present experimental results from the log usage analysis during one academic semester of two different subjects, 350 students. The experiment looks into raw server log data generated from the interactions of the students with the classroom learning objects, in order to find relevant information that can be used to improve the metadata used for describing both the learning objects and the learning process. FindingsPreliminary studies have been carried out in order to obtain an initial picture of the interactions between learners and the virtual campus, including both services and resources usage. These studies try to establish relationships between user profiles and their information and navigational behavior in the virtual campus, with the aim of promoting personalization and improving the understanding of what learning in virtual environments means. Research limitationsDuring the formal learning process, students use learning resources from the virtual classroom provided by the academic library, but they also search for information outside the virtual campus. Not all of these usage data are considered in the model we propose. Further research needs to be done in order to get a complete view of the information search behavior of students for improving the users' profile and creating better personalized services. Practical implicationsIn this paper we suggest how a selection of fields used in the LOM standard could be used for enriching the description of learning objects, automatically in some cases, from the learning objects usage performed by an academic community. OriginalityEver since the beginnings of libraries, they have been a "quiet storage place". With the development of digital libraries, they become a meeting place where explicit and implicit recommendations about information sources can be shared among users. Social and learning process interactions, therefore, can be considered another knowledge source.

Exploring the determinants of e‐learning systems continuance intention in academic libraries

“…From the system viewpoint, digital media, which have become commonplace with university students and educators, can enrich the teaching and learning experiences (Liaw et al , 2007) and academic libraries also can support e‐learning implementation (Sharifabadi, 2006). Therefore, the growing need of continuous education and the inclusion of new multimedia technologies have become crucial factors for this expansion (Ferran et al , 2007). An academic library, faculty, and academic development department managing e‐learning may use appropriate technologies to facilitate learning and access to resources and services.…”

Preservation of Learning Objects in Digital Repositories

“…Furthermore, an analysis of the usage of objects deposited in the repository allows metadata to be continuously enhanced (Ferran et al, 2007) by identifying and correcting labelling problems. An item is a useful set of content and metadata, added during the ingest process or later.…”

“…It is advisable to have two versions of various materials: one accessible to the public for versioning and usage data collection (Ferran et al, 2007), and one set aside for managers for long-term preservation, though both are linked via metadata. So, for example, the tags in a PDF/A file should be carefully checked to validate that the file format is correct and consistent.…”

Strategies for the delivery of e‐information services to support the e‐learning environment at the University of Sharjah

“…Farran et al (2007) conducted an empirical study, with a sample of 350 students, to address the relationship between user profiles and information seeking behavior in e‐learning environments. Results of the study reported evidence of the use of digital library resources as well as external information sources.…”