Managing the data in electronic learning systems

Abstract

Web-based electronic learning systems provide one of the most exciting areas in research with a huge practical impact. However, as these systems are also examples of data-intensive systems, it is astounding how little emphasis is put onto the management of data in these systems.In this article we present a two-level approach to data modeling in e-learning systems. We suggest modeling a global database level, in which the collection of data of the whole system is modeled in a way that follows the guidelines of good database design. On top of this level we model learning units as extended views.The use of views allows a system modeler to separate course content from underlying database structures. The extension of the learning units by operations models system functionality. Further extensions permit adaptivity to various learner types and end-devices.

Self-directed learning motivational drivers of working professionals: confirmatory factor models

“…We identified needs that drive working professionals to pursue and govern their own learning journeys at workplace by reviewing relevant past studies. Working professionals pursue SDL for performing on the job and building own credibility (Ho, 2008), continuing professional development and upskilling (Price and Reichert, 2017), to prepare and avail new job/employment opportunity (Varalakshmi, 2006), just in time access to information for completing task (Budzik and Hammond, 1999; Chung and Byrne, 2008; Rostanin and Holz, 2005), for leveraging the technical knowledge and competency of the faculty or mentor (Church, 2021) or by getting inspired by the information shared about learning resources as suggested in the ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivation (Visser and Keller, 1990). Other physical, mental and social dimensions (Osteraker, 1999) for employees include the need to reskill/upskill own self due to fear of job loss or protect self from negative consequences defined by the organization like denial of promotion (Kanar and Bouckenooghe, 2021), meet mandatory compliances like certifications for doing a particular job (Gagné and Deci, 2005; Raemdonck et al ., 2014), claim incentives provided by the company for completing courses/certifications (Li et al ., 2010; Murad and Varkey, 2008), do well in exams/assessments (Raupach et al ., 2013), to be par in social groups of peers/friends/industry colleagues (Kılınç, 2021), for the fun associated with learning (Harju et al ., 2016; Mahayanti et al ., 2019) or to make use of the focused learning hours provided by the company (Ho, 2008; Park, 2008).…”

A Conceptual View of Web-Based E-Learning Systems

“…However, this depends on the semantic understanding of the web, which despite the merits of the research efforts in this area is still beyond reality. A short description of our approach to data modelling in e-learning systems appeared in Rostanin et al (2004).…”

Masterfulness definition model: a model to identify specific skill of learners based on standard learning road map

“…In the Internet learners have to find knowledge they want to know from a huge and various branches of knowledge. There have been many studies and developments which try to assist learners to comfortably reach knowledge resources [3,4,5,6]. There also have been attempts which try to assist educators/teachers to easily create and manage learning resources [7,8].…”