DEVELOPING E-LEARNING FOR KAZAKH NATIONAL UNIVERSITY
AIGUL IMADILDAYEVA
UNIVERSITI TEKNOLOGY MALAYSIA
i
DEVELOPING E-LEARNING
FOR KAZAKH NATIONAL UNIVERSITY
AIGUL ZHAIDARBEK KIZI IMADILDAYEVA
A project report submitted in partial fulfilment of the
requirements for the award of the degree of
Master of Science (Information Technology- Management)
Faculty of Computer Science and Information Systems
Universiti Teknologi Malaysia
APRIL 2010
iii
Specially dedicated to my beloved family.
Thank you very much for your love and unconditional support.
iv
ACKNOWLEDGEMENTS
Alhamdulillah to Almighty ALLAH for giving me his blessing, the courage
and strength to the completion of this final project report.
A big thank to my supervisor, dr. Roliana bt. Ibrahim, for her continuing
guidance, advise, and encouragement in my way to prepare this project. Her patience
and tolerance towards me helped to finish this project and I would like to express my
appreciation to her.
I am very grateful for my examiners PM Wardah Zainal Abidin and dr. Ab
Razak Che Hussin for their ongoing expert advice, corrections, and suggestions. A
huge vat of thanks to all lectures in the department of Information Systems, FSKSM
UTM for their support, all of you have a true gift for teaching.
So much love and thanks to my father Zhaidarbek Imadildayev, mother
Kumisjan Toletayeva, and siblings, Nazgul and Aray, for their belief, continuing
understanding, and sacrifice in support of my writing. My heartfelt thanks go to
Nurgissa Umatay for provided assistance and support at various occasions.
Finally, appreciation to all my friends and classmates for their kindness and
support, may Allah bless all of you.
v
ABSTRACT
Many universities in the world are implementing technology enhanced
learning in order to improve education and help students to develop learning.
Nowadays technology enhanced learning offers universities with all context of
education and universities are trying to apply it. One such case is the Kazakh
National University that is subject of this project. Kazakh National University as of
the largest public university in Kazakhstan is meeting challenges to introduce
technology enhanced learning. The university’s current system is not reliable; also it
is outdated in terms of its structure; and need to be replaced with e-learning system.
Octagonal theoretical model for e-learning has been used in order to lead this project.
This model’s eight factors are grouped into three major domains: educational,
technological and organizational. This model used as a guideline to observe the study
by using a questionnaire and mail interviews as data collection techniques. This data
collection was necessary as none of the interviewed individuals had experience with
any e-learning systems. The analysis of the data shows positive attitude among the
students and teachers for implementing an e-learning system. This proposed system
is based on Moodle software and it is believed to be a full scale e-learning system
that offers courses for students in Kazakh National University.
Through user
requirements, the project comes up with a reliable e-learning system that will help
the KazNU’s administration manage courses and monitor students’ progress. Hence
therefore the collaboration between students and staff would be improved with
developed e-learning system.
vi
ABSTRAK
ICT bukan lagi sesuatu yang baru di universiti malah kebanyakan universiti
yang ada di dunia ini telah mengimplementasikan teknologi berasakan pembelajaran
bagi tujuan menambahbaikkan sistem pendididkan dan secara tidak langsung
membantu pelajar dalam pembelajaran. Pada masa kini, teknlogi berasakan
pembelajaran ini menawarkan kepada universiti bukan sahaja focus dapa satu
konteks tetapi ianya meliputi semua aspek pendidikan di universiti untuk di
implemenatsikan. Universiti National Kazakh merupakan salah satu universiti yang
menjadi kajian kes dalam projek ini. Sebagai universiti awam yang terbesar di
Kazakhstan, universiti ini menyahut cabaran untuk memperkenalkan dan
mengaplikasikan teknologi berasakan pembelajaran ini. Sistem yang wujud di
universiti ini pada masa sekarang adalah tidak konsistent.Selain itu, Dari segi
struktur sistem,universiti ini masih menggunakan struktur atau rekabentuk yang lama
dan perlu untuk digantikan dengan sistem e-learning. Model teori oktagon untuk
pembelajaran elektronik (E-Learning) telah digunakan dalam projek ini. Lapan
faktor-faktor model ini telah dibahagikan kepada tiga domain utama; pendidikan,
teknologi dan organisasi. Model ini telah digunakan sebagai satu garis panduan
untuk kajian dengan menggunakan soal selidik dan temubual mel sebagai teknikteknik pengumpulan data. Pengumpulan data adalah perlu kerana tiada individuindividu yang ditemubual mempunyai pengalaman dengan system E-Learning.
Analisis data menunjukkan sikap positif di kalangan pelajar-pelajar dan guru-duru
dalam melaksanakan system E-Learning. Sistem yang dicadangkan ini berasaskan
perisian Moodle dan dipercayai dapat dijadikan sistem E-Learning berskala penuh
yang dapat menawarkan kursus-kursus untuk pelajar-pelajar di Kazakh National
University. Melalui keperluan pengguna, projek ini dipercayai dapatmembantu
pentadbiran menguruskan kursus-kursus dan mengawal kemajuan pelajar-pelajar.
Oleh itu, kerjasama di antara pelajar-pelajar dan kakitangan dapat dipertingkatkan
dengan terbangunnya sistem E-Learning ini.
vii
TABLE OF CONTENTS
CHAPTER
1
2
TITLE
PAGE
DECLARATION
ii
DEDICA TION
iii
ACKNOWLEDGEMENT
iv
ABSTRACT
v
ABSTRAK
vi
TABLE OF CONTENTS
vii
LIST OF TABLES
xii
LIST OF FIGURES
xiv
LIST OF ABBREVIATION
xvi
LIST OF APPENDICES
xvii
PROJECT OVERVIEW
1
1.1 Introduction
1
1.2 Background of problem
2
1.3 Statement of the problem
3
1.4 Project objective
4
1.5 Scope
5
1.6 Importance of project
5
1.7 Chapter summary
6
LITRETURE REVIEW
7
2.1 Introduction
7
viii
2.2 Overview of e-learning
10
2.2.1 E-learning history
11
2.2.2 Definition of e-learning
16
2.2.3 E-learning vs. traditional education
17
2.2.4 Benefits of e-learning
20
2.3 Overview of Kazakh National University
22
2.3.1 General information about Kazakhstan
22
2.3.2 Background of Kazakh National University
23
2.3.3 Organization analysis
23
2.3.3.1 Vision of KazNU
26
2.3.3.2 Mission of KazNU
27
2.3.3.3 Strategic functions and objectives of KazNU
27
2.3.4 Organization chart
29
2.4 Development of e-learning
30
2.4.1 Critical Success Factors
30
2.4.2 E-learning models
32
2.4.3 E-learning platforms
37
2.5 Best practices
2.5.1 E-learning benchmarking
2.5.1.1 The introduction of e-learning at UTM
41
42
43
(Malaysia)
2.5.1.2 The introduction of blackboard at Stanford
44
University (USA)
3
2.5.1.3 System’s features
45
2.6 Discussion of literature review
48
2.6.1 Proposed e-learning model
48
2.6.2 Adopting e-learning
54
2.7 Chapter summary
55
METHODOLOGY
56
3.1 Introduction
56
3.2 Project Methodology
57
3.2.1 Initial Planning phase
61
ix
3.2.2 System Analysis
61
3.2.2.1 Literature Review
62
3.2.2.2 Study the current system
62
3.2.2.3 Gathering Requirements for the Proposed
63
Project
4
3.2.3 System Design
63
3.2.4 System Development
64
3.2.5 System Implementation
64
3.3 System Development Methodology
65
3.3.1 Object Oriented Approach
65
3.3.2 UML Notation
66
3.3.3 The Unified Process
67
3.3.4 Justification of selected Methodology
68
3.4 System Requirement Analysis
69
3.5 Project Schedule
70
3.6 Chapter Summary
71
ANALYSIS AND DESIGN
72
4.1 Introduction
72
4.2 Existing IS/IT systems
73
4.2.1 System architecture
73
4.2.2 System features
74
4.3 Problem statement in the organizational context
76
4.4 Current system analysis
76
4.5 System As Is
78
4.5.1 Current system observation
4.5.1.1 Entering students’ attendance grade into
79
81
system
4.5.1.2 Students assessments
83
4.5.2 As-Is Process and Data Model
86
4.6 Adopting octagonal theoretical model
87
4.7 Finding from questionnaire
89
4.7.1 Questionnaire
91
x
4.7.1.1 Educational domain
91
4.7.1.2 Technological domain
92
4.7.2 Mail interview
4.7.2.1 Educational domain
94
4.7.2.2 Technological domain
95
4.7.2.3 Organizational domain
95
4.8 User requirements
98
4.8.2 Non functional requirements
99
4.9 System improvements
100
4.10 To-Be Process and Data Model
100
103
4.11 Chapter summary
105
IMPLEMENTION AND TESTING
106
5.1 Introduction
106
5.2 System implementation
107
5.2.1 Performance and coding approach
107
5.2.2 Database design
111
5.3 System testing
113
5.3.1 Unit testing
113
5.3.2 Integration test
117
5.3.2.1 User-interface test
5.3.3 User acceptance test
6
97
4.8.1 Functional requirements
4.10.1 System architecture
5
93
118
121
5.4 Chapter summary
123
ORGANIZATIONAL STRATEGY
124
6.1
124
Introduction
6.2 Migration plan
125
6.2.1 Conversion
125
6.2.2 Change management
129
6.3 Data migration
132
6.4 Post-implementation activities
133
xi
7
6.5 Organization Benefits
133
6.6 Chapter summary
134
DISCUSSION AND CONCLUSION
135
7.1 Discussions
135
7.2 Achievements
136
7.3 Constraints and challenges
138
7.4 Aspirations
139
7.5 Conclusion
139
LIST OF REFERENCES
140
APENDICES A-H
144-238
xii
LIST OF TABLES
TABLE NO.
TITLE
PAGE
2.0
E-learning history
12
2.1
Comparing traditional learning with e-learning
18
2.2
Courses offered by KazNU
26
2.3
CSF for e-learning
30
2.4
E-learning system requirements by Adina Uta
37
2.5
Evaluation Results of E-Learning Platforms for each
40
Subcategory
2.6
Best e-learning’s practices in the organizations
41
2.7
System features in UTM and Stanford University
45
2.8
Critical analysis of e-learning models for KazNU
49
3.0
Detail every phase in Project Methodology Framework
59
3.1
Unified Process’s two-dimensional systems
67
3.2
Software and hardware requirements for developing the
69
system
4.0
KazNU’s “intranet” system’s features
74
4.1
Current system’s problem causes
77
4.2
Detail every phase of adopting Octagonal theoretical model
88
for e-learning framework
4.3
Detailed view of data gathering techniques
90
4.4
Mail interview with teachers on “Educational domain”
94
4.5
Mail interview with teachers on “Technological domain”
95
4.6
Mail interview with teachers on “Organizational domain”
96
xiii
4.7
System user roles
102
5.0
Moodle’s tools for education
108
5.1
Moodle database tables
111
5.2
List of Black box testing
114
5.3
Test report of screen layout
120
5.4
Test report of report layout
120
5.5
Test report of from layout
121
6.0
Conversion location
126
6.1
Characteristics of conversional strategies
128
6.2
Conversional strategies for the proposed system
128
6.3
Selecting a teaching method
132
6.4
System impact
134
xiv
LIST OF FIGURES
FIGURE NO.
TITLE
PAGE
2.0
Literature Review Framework
2.1
E-learning SWOT analysis
19
2.2
Benefits of e-learning
21
2.3
Quantity of students in KazNU
24
2.4
Teachers staff in KazNU
24
2.5
Programs in KazNU
25
2.6
Kazakh National University’s organizational chart
29
2.7
Framework for e-leaning
32
2.8
Salmon five-stage model for e-learning
34
2.9
ADDIE model
35
2.10
Do it yourself” e-learning model
36
2.11
UTM’s
E-learning
8
portal
Source:
44
http://elearning.utm.my/
2.12
Stanford University’s blackboard portal Source:
45
http://blackboard.stanford.edu/
2.13
Student page at UTM’s e-learning
47
2.14
Student page at Stanford University’s blackboard
47
2.15
E-learning factors
52
2.16
Educational domain
52
2.17
Technological domain
53
2.18
Organizational domain
53
3.0
Project Management Framework
58
xv
4.0
Intranet – Architecture and organization
74
4.1
Root Cause Analysis by Ishikawa tool
77
4.2
“Intranet”
system
login
page
(source:
79
http://univer.kaznu.kz/)
4.3
First page after login into system “Intranet”
80
4.4
Students activity page
80
4.5
Entering students attendance into the system
82
4.6
Attendance journals
82
4.7
Students’ attendances – teachers’ page
83
4.8
Student’s grade evaluation
84
4.9
Disciplines list
84
4.10
Students’ group
85
4.11
Electronic attestation journal
85
4.12
Students’ attendances and grades – student’s page
86
4.13
Adopting Octagonal theoretical model for e-learning
87
4.14
Students answers for questions relating to educational
92
domain
4.15
Students
answers
for
questions
relating
to
92
technological domain
4.16
System improvements
100
4.17
The 5 phases of development e-learning processes
101
4.18
System users
101
4.19
To-Be System architecture for students
104
4.20
System Architecture
105
5.0
Front page interface
118
5.1
Adding new user
119
5.2
Adding new course
119
5.3
Sending email to user
119
5.4
Students overall response to the questionnaire
122
5.5
Close
ended
questions
(Students’
response
in
122
percentage)
5.6
Students’ response to the each question
123
6.0
Implementing change
125
xvi
LIST OF ABBREVIATIONS
ALT
Advanced learning technology
CBT
Computer-based training
CMS
Course Managemnet System
CRC
Class-Responsibility-Collaboration
DB
database
EIS
Enterprise Information System
ICT
Information and Communication Technology
IS/IT
Information System/ Information Technology
LCMS
Learning Content Management System
LSM
Learning Management System
Moodle
Modular Object-Oriented Dynamic Learning Environment
KazNU
Kazakh National University
OO
Object Oriented language
OSS
Subject matter expert
SDLC
System Development Life Cycle
SME
Subject Matter Expert
QA
Quality Assurance
RCA
Root Cause Analysis
UML
Unified Modeling Language
UTM
Universiti Teknologi Malaysia
VLE
Virtual Learning Environment
WebCT
Web course tools
WBS
Work Breakdown Structure
xvii
LIST OF APPENDICES
APPENDICES NO. TITLE
PAGE
A
Project Schedule (Gantt Chart)
144
B
Functional and structural modeling for the current
147
system
C
Functional and structural modeling for the proposed
170
system
D
Database structure
205
E
Current system questionnaire
212
F
System acceptance questionnaire
216
G
User manual
220
H
Technical documentation
232
CHAPTER 1
PROJECT OVERVIEW
1.1 Introduction
Nowadays, using e-learning system in education is becoming, without doubt,
more and more important learning method. E-learning system is being used in
universities and in higher education, and also in organizations that look for accurate
and continuous formation of their employees. One simple activity of this type of
learning is the process of learning evaluation; it means to value the earned
knowledge by the students.
The evaluation is the movement for the student to verify the reached
knowledge in the learning process. In a summary, the evaluation process allows the
student to compare the acquired knowledge with the expected one in the formative
action and thus to determine if the objectives have been achieved correctly.
2
The advent of e-learning is mainly due to the widespread use of ICT in
education. Today, e-learning has its own standards that are developed by
Instructional Management System (IMS). E-learning has a Learning Management
System (LMS), which consists of the tools for the creation, storage, use, educational
content delivery and management in the multiplayer mode. The main thing that
makes e-Learning unique is an opportunity of repeatedly usage of once created
multimedia educational content, including online access in the real time. User not
only observes the creative process of content creation, but also can participate in
establishing learning process. E-learning creates educational content around the
social networks, forums, and chat rooms.
E-learning allows to convert the content of education, improve mobility and
creative curricula and programs; it provides the possibility of designing and
constructing a variety of tools for building professional competence. More and more
universities world over are deploying e-learning system for the sake of improving
learning process efficiency and student’s knowledge quality.
1.2 Background of problem
Al-Farabi Kazakh National University (KazNU) is the biggest educational
and scientific center in Kazakhstan. The university is the national leader of the
innovative development of higher professional education, and postgraduate education
and science. It is the largest center of scientific and pedagogical personnel’s learning
in the field of natural and humanitarian sciences in Kazakhstan.
Currently, the university's activity is directed to reach goals of its further
integration of the Al-Farabi Kazakh National University into the World Education
3
and Scientific Society as well as strengthening of international identity of the
University. This activity is realizing in frame of cooperation programs with leading
Universities of the World, joint scientific-research efforts, organization of scientificpractical workshops and conferences, exchange of faculty members and development
of students' mobility.
To reach these goals KazNU has to use up to date technologies and education
techniques. At the current time there is no e-learning system in KazNU that could
bring many features for developing education processes in the modern way. The
relevance and prevalence of e-learning is very high in Kazakhstan. Students
absolutely not satisfied with the teaching of chalk and a classical school board, they
want to use their computer skills and knowledge of Internet technologies to achieve
more features from the learning process.
The Universities of developed countries have always been leaders in elearning and their main aim is to develop and test the latest techniques and
technologies that is not surprising as the task is to teach. That is why KazNU has to
place a high strategic importance on the growth in the provision of highly interactive
online environments and to realize this aim is investing intensively in both staff and
learning technologies.
1.3 Statement of the problem
This project made an effort to find the answer for the main question: “How to
develop e-learning for Kazakh National University? ”This project also made attempt
to find answers for some problems, relating to:
4
i. What is the current situation with learning process in Kazakh National
University?
ii. Which e-learning model is suitable for KazNU?
iii. How e-learning can benefit learners, practitioners and educational
institutions within KazNU?
This project attempts to provide answers for these questions. In this research
it is intended to use a relevant research methodology to analyze the data that will be
gathered and arrive with the suggestions for the improvement that can benefit the
university, which would enhance learning process.
1.4 Project objectives
The general purpose of this project is defined in the project objectives below:
• Investigate the role of e-learning system in education process;
• Determine the current situation of learning process in Kazakh National
University to determine and analyze suitable e-learning model for this university;
• Identify the factors and architecture in designing e-learning system
environment for successful adopting in KazNU;
• Develop a prototype of an e-learning system for KazNU.
5
1.5 Scope
The study will concentrate on the Kazakh National University. In this project
e-learning system for KazNU will be developed. The project scope includes:
• Use moodle as Learning Management System (LMS)to create effective
online learning web site for KazNU;
• Customize moodle features for e-learning system at KazNU
• Include features:
1.
Accommodated multiple learning styles;
2.
Create variety types of students’ knowledge testing options;
3.
Create Flexible Course Management for course coordinators;
4.
Provide online help and tutorials for system users;
5.
Provide different Learning Tools for teachers and students.
1.6 Importance of project
The project will significantly define the following e-learning benefits for
KazNU:
i. Convenience and portability (reading, uploading, downloading materials at
any time);
ii. Flexibility (use most suitable tools for learning style)
• Eliminate geographical barriers to open up broader education options;
• 24/7 accessibility makes scheduling easy and allows a greater number of
people to attend classes.
6
iii. Higher retention (because of the variety of delivery methods used to reach
different types of learners retention is much better than in traditional classrooms);
iv. Greater collaboration (technology tools make collaboration among
students more easier);
v. Global opportunities (used technologies and tools can provide education
process with opportunities that are not accessible in a traditional classrooms).
1.7 Chapter summary
Chapter 1 describes a general outline of the project by giving a brief
introduction and problem of the project. There were identified the statement of the
objectives and aims of the project. The scope and importance of this project have
also been pointed out. The project will be successfully achieved by successful
developing these objectives and aims of the project.
7
CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
The main purpose of writing a literature review is to help to researcher to get
deep knowledge and understanding of research. This chapter will illustrate the
literature that relevant to the problem area. Thereby, the literature is expected to be
the fundamental on building the methodology, conducting the project, and
formulating the solution. Figure 2.0 shows the literature review framework of the
project.
8
9
Figure 2.0: Literature Review Framework
10
2.2 Overview of e-learning
It goes without saying that education is the best investment and a route to
better life. New internet technologies made for the development of methods for
delivery in education. E-learning was successfully implemented into the curriculum
of many schools and colleges and as the result demonstrated how effective ICT use
can be in supporting learning and teaching across a wide range of subject areas. If we
look through the term “e-learning” in Wikipedia it turns out that it belongs to
European programs in the field of education and promotes the penetration of ICT in
all learning systems and environments.
E-learning is becoming leading in all fields of education and learning policy.
It can be freely said that it has a great potential to change teaching and learning
drastically. Notably, by developing capital infrastructure and providing quality
interactive content ICT can transform institutions’ delivery services. It can also be
used in improving supporting teacher teaching and assessment. E-learning includes
the fields of online learning, web-based training and technology-delivered instruction
as well. It is a virtual world that stimulates students to take part in the educational
process as they are involved in the activity of exploring and playing with the lessons
material, communicating and cooperating with other students and teachers in
performing several tasks such as description of electronic commerce issues that is the
most attractive topic in the new information society.
Usually traditional classes and seminars are focused on group learning whilst
e-learning enables students self-paced and individual learning at home. These homebased learning courses help students to arrange their time the way they want and take
additional courses to learn or improve their skills if they find this necessary. Elearning differs from traditional courses as it provides wide range of exercises,
animation, sound and testing that helps to keep student’s attention and interact in the
teaching process effectively.
11
Benefits of e-learning to students, faculty and stuff cannot be overestimated.
Access to learning materials at any time helps the student to refresh his memory and
will never lose the course syllabuses. E-learning also enables trainee to fulfill
requirements for a degree as it is an ideal tool for certification and his results and
progress can be tracked. Lectures can use e-learning materials as lecture notes or
presentations, syllabus, tutorial, assignments, quizzes, tests or exercises to support
presentations with ancillary tools. E-learning increases education productivity and
profitability, more over according to Charles Clarke’s paper “Foreword to Towards a
Unified e-Learning Strategy”
(July 2003) “E-learning has the potential to
revolutionize the way we teach and how we learn. A great deal of progress has been
made so far, but there is much more to do. E-learning can take us a further step
forward. This is about embedding and exploiting technologies in everything we do,
and getting ICT embedded across the curriculum for all subjects and in all
pedagogues.”
2.2.1 E-learning history
Before becoming e-learning this term was called as “internet-based training”
and then “web-based training”. Nowadays these terms are still in use along with
variations of e-learning.
History of e-learning started with its basis and focusing on educational and
technological principles (please refer to table 2.0).The development of the E-learning
revolution arose from a number of other ‘educational revolutions’. Four such
revolutions cited by Billings and Moursund (1988) are: 1)the invention of reading &
writing; 2) the emergence of the profession of teacher/scholar; 3) the development of
moveable type (print technology); 4) the development of electronic technology.
Year
470 BC
200AD
1840
#
1
2
3
Distance Course
earning.html
parchment role. Every student has his tablet on which he
Britain
.nl/wbts/1/history_of_el
Rome students used to sit around the teacher reading
Classroom
First Self study
http://www.leerbeleving
This is a very early use of learning aids/tools. In schools of
Roman
.nl/wbts/1/history_of_el
earning.html
private school he founded in Wotton-under-Edge. He taught
shorthand in Great Britain and was first to start distance
receiving completed task back the same way.
course by sending assignments to his students by mail and
http://www.leerbeleving
Sr. Isaac Pitman was a qualified teacher and taught at a
the new learning aids like laptop.
around 1950.The base of this is developing a clear view on
could write and Europe schools used this technique till
earning.html
Socrates
.nl/wbts/1/history_of_el
is still in use both in educational setting and e-learning.
Conversation by
Source
Socrates used questioning method to teach people. This way http://www.leerbeleving
Note
Dialect
developing
e-learning
History of
Great
Rome
Greece
Place
Table 2.0: E-learning history
12
1950
1960
1976
1980
5
6
7
Year
4
#
learning.com/online_l
earning/ehttp://www.innovative
learning.com/online_l
earning/elearning.html
design was implemented with the Wicat System by Baal
Systems (later known as Virtual Systems).
Western Behavioral Sciences Institute, the New York
Institute of Technology, the Electronic Information
Exchange System – EIES – of the New Jersey Institute of
Technology, and Connected Education.
Instruction
Early institutions of online learning
re
USA
http://www.innovative
The first public CAI classroom with its own layout and
Computer Assisted
Singapo
ter_system)
/wiki/PLATO_(compu
Operations) was the first generalized computer assisted
instruction system.
Machine (PLATO)
Universi
http://en.wikipedia.org
PLATO (Programmed Logic for Automated Teaching
comes to (digital) self study courses.
very moment, programmed instruction is popular when it
Skinners Programmed Instruction was very popular. At this
ty of
Automated Teaching
f_elearning.html
information. Students didn't have multiple-choice questions
but they had to write down the answers on a role of paper.
ng.nl/wbts/1/history_o
Skinner presented the content in small, related chunks of
Programmed Instruction
http://www.leerbelevi
Source
Burrhus Frederic Skinner has developed a learning system.
Note
Behaviorism and
e-learning developing
History of
The
USA
Place
13
Year
1990
1990
1995
#
8
9
10
USA,
Los
Angel
es
Place
First accepted virtual
learning environment
Learning Management
System (LMS) has
been started to use
“e-learning” term
History of
e-learning developing
http://www.leerbelevi
ng.nl/wbts/1/history_
of_elearning.html
Universities started to design and develop their own systems
and with systems off the market
American company Blackboard. The environment was able to http://www.leerbelevi
facilitate learning in quite an easy way. The product was quite ng.nl/wbts/1/history_
simple to use by teachers, there was not a steep learning curve. of_elearning.html
That was one of the mean reasons for the popularity.
Blackboard actually changed the educational world because
this was the first moment that teachers were accepting and
using technology within their own classrooms on a large
base!
http://www.leerbelevi
ng.nl/wbts/1/history_
of_elearning.html
Source
The term 'e-Learning' itself originated in the corporate
literature of CBT Systems (now SkillSoft). A strange new
word was used for the first time in a professional
environment – ‘e-Learning’. Associated with such
expressions as 'online learning' or 'virtual learning', this word
was meant to qualify "a way to learn based on the use of new
technologies allowing access to online, interactive and
sometimes personalized learning through the Internet or
other electronic media (intranet, extranet, interactive TV,
CD-Rom, etc.), so as to develop competencies while the
process of learning is independent from time and place".
Note
14
1997
2003
12
Year
11
#
USA
Place
y_of_elearning.html)
development, understand an historical event or
rning/e-learning.html
in on-line learning at institutions of higher
education in the United States, according to a
million users
higher education
authoritative source of information about on-line
report from the "Sloan Consortium", an
earning.com/online_lea
More than 1.9 million students were participating
e-learning’s first
tool.
play. So games became a learning and teaching
http://www.innovativel
elearning.html
certain subject, expand concepts, reinforce
culture, or assist them in learning a skill as they
g.nl/wbts/1/history_of_
These games are designed to teach people about a
games
Source
http://www.leerbelevin
Note
Educational digital Game based learning is learning by playing games.
developing
e-learning
History of
15
16
2.2.2 Definition of e-learning
What is e-learning? E-learning involves the use of a computer or electronic
device (e.g. a mobile phone) in some way to provide learning, educational or
learning material (Derek Stockley 2003). We can define e-learning as 'the use of
technologies in learning opportunities'. This is a very broad definition but has been
used in the context of the HEFCE e-Learning Strategy: ”The Government e-learning
strategy defines e-learning as any learning that uses ICT. In embedding this strategy
we want to ensure that there is confident use of the full range of pedagogic
opportunities provided by ICT. For HE this will encompass flexible learning as well
as distance learning, and the use of ICT as a communications and delivery tool
between individuals and groups, to support students and improve the management of
learning”. (HEFCE e-learning Strategy March 2005 p.5.).
What is e-learning term? Although electronic learning or shortly e-learning
is the term used to indicate any electronically assisted instructions it is mostly
associated with instruction offered via computer or internet. But in many ways it is
associated with ALT(advanced learning technology) that deals with both
methodologies and technologies in learning by using networked and multimedia
technologies.
What is e-learning system? Originally developed by WebCT and now
known as the Blackboard Learning System Vista Enterprise License, the e-learning
system is a course management system: a collection of online tools to support
teaching and learning. Below presented some categories of e-learning:
-On-Demand e-learning: 'jukeboxes' of content available when required;
-Live On-Line e-learning: multiple learners in multiple sites simultaneously;
-Learning Objects: granular 'chunks' of learning material;
-On-Line Coaching: access to subject matter expertise;
17
-Knowledge Bases: database access to learning content in a searchable
environment;
-Learning Architectures: structures for developing and delivering E-Learning;
-Simulation Based Learning: learning via simulated experience;
-Blended Learning: combining face-to-face classes with technology delivered
content.
2.2.3 E-learning vs. traditional education
“ Once we free ourselves from the mental limits of viewing this technology as
a weak sister to face-to-face synchronous education, the potentials to revolutionize
education and learning become readily apparent” (Turrof, 1995). Although there is
no finding to support an opinion that the best learning is traditional and the other
models are inferior or less efficient such argument exists, but research shows that elearning is at least as good as traditional education. E-learning doesn’t mean
replacement of lectures or tutors it just enhances the learning process. To suit
differing educational needs and aspirations of students universities must provide
quality and flexibility. But it is clear that implication of increased workload requires
proactive and effective management. Alongside this, transition to e-learning will
inevitably lead to fundamental changes in the structure of traditional learning. And
the problems associated with the change must be fully understood and taken into
account before the transition-taking place.
It is found that e-learning has positive effects not only on the student’s
commitment to the learning process but on the creations a greater commitment on the
students’ part to learning. According to David Rashty (2001) the following table
summarizes several opinions regarding the comparison between traditional learning
and eLearning:
18
Table 2.1: Comparing traditional learning with e-learning (David Rashty,
2001)
Traditional Learning
eLearning
Classroom
The teacher usually talks
The student talks at least as
Discussions
more than the student
much as or more than the
teacher
Learning Process
The learning is conducted
Most of the learning process
with the whole class
takes place in groups or by
participating;
there
is the individual student.
almost
no group or individual
study
Subject Matter
The teacher conducts the
The student participates in
lesson according to the determining the subject
study
matter; the studying is based
program and the existing
on various sources of
curriculum
information, including web
data banks and net-experts
located by the student.
Emphases in the The students learn “what”
not
“how”;
The students learn “how”
the and less “what”; the learning
Learning
and
Process
students
includes research study
and the teachers are busy
which combines searching
completing the required
for and collecting
subject matter quota; the
information from web data
students are not involved banks and authorities on the
in
inquiry-based
communications network; the
education learning is better connected
and
to the real world, the subject
in solving problems, but
matter is richer and includes
rather in tasks set by the
material in different formats.
19
teacher.
The students’ motivation is The students’ motivation is
Motivation
low, and the subject matter high due to the involvement
is
in matters that are closer to
“distant” from them.
them and to the use of
technology.
The teacher is the authority The teacher directs the
Teacher’s Role
student to the information.
Location
of The learning takes place
The learning takes place with
within the classroom and no fixed location
Learning
the
school
Lesson Structure
The teacher dictates the
The structure of the lesson is
structure of the lesson and
affected by the group
the division of time
dynamics.
From the table below I have made an analysis fore-learning by using SWOT
tool, please refer to figure 2.1.
Strength
Opportunities
• Flexibility
• Economics and speed
• Mobility
• Updating of new technologies and
• Autonomy and independence
content
• Interaction and interactivity
• Sharing experiences
• Scope
• Instructs both a large number of
• Effectiveness
subjects geographically dispersed
• Openness to new generations
• Overcrowding technology
Weakness
• Insulation
Threats
• Internet is not accessible
20
• Resistance to change
• Discredit
• Motivation
• Evaluation System unreliable
• Not for some groups
• Prejudices this type of education
• Learn to use ICT
• Lack of personal contact
• Internet connection
• High initial investment for the
implementation
of
the
system
to
Business Training
Figure 2.1: E-learning SWOT analysis
2.2.4 Benefits of e-learning
“Good teaching is good teaching, no matter how it's done.” The old adage
still rings true, and e-Learning brings with it new dimensions in education. Elearning believes to be highly beneficial as promotes new entrants into the higher
education market. E-learning solves many problems of traditional approach. The
benefits
of
e-learning
are
stated
in
several
e-leaning
web
sites
(http://www.nottingham.ac.uk/about/administrative/is/services/elearning.php,
http://elifescience.in/E-Learningbenifit.php,
http://www.pit-
magnus.com/pitmagnus/e-learning/index.asp) have been categorized into the benefits
for staff, students, and organization. These summary of benefits illustrated in figure
2.2:
21
Figure 2.2: Summary of benefits of e-learning
(http://www.nottingham.ac.uk/about/administrative/is/services/elearning.php,
http://elifescience.in/E-Learningbenifit.php,
http://www.pit-magnus.com/pitmagnus/e-learning/index.asp)
22
2.3 Overview of Kazakh National University
2.3.1 General information about Kazakhstan
Kazakhstan is a country that is situated in Eurasia covering 2,727,300 km²
(greater than Western Europe) and is bounded by Russia in the north, China in the
east, Kyrgyzstan and Uzbekistan in the south, and the Caspian Sea and part of
Turkmenistan in the west. The population is 16,402,861 people. Kazakhstan has got
its independent in December 16, 1991.
According to Kazakhstan news bulletin (2007) Kazakhs represent 67% of the
population and ethnic Russians 21%, with a rich array of other groups represented,
including Tatars, Ukrainians, Uzbeks, Belarusians, Azerbaijanis, and Poles.
According to http://kazakhstaneducation.info/web site Kazakhstan is the
largest economy in Central Asia, its GDP grew by 10.6% in 2006. Kazakhstan has
huge fossil fuel reserves; minerals and metals are also found in abundance.
Kazakhstan has made a good progress in Reform of education, learning and
human resource development areas. Many young people in Kazakhstan consider
education as an opportunity for a better future.
23
2.3.2 Background of Kazakh National University
The Kazakh National University established on 15 January 1934 as the S.M.
Kirov State University, after the name of revolutionary Sergey Kirov. In 1991 the
name was changed to KazNU named after Al-Farabi. In 2001, University classified
as "national" university by the government of the Republic of Kazakhstan.
According to KazNU’s official web site http://www.kaznu.kz/en/165/“AlFarabi Kazakh National University (KazNU) prepares specialists according to a
program of vocational, undergraduate and postgraduate education, including the
Master's and PhD degrees, MBA programs. The university uses a credit-based
system of education, the basic goal of which is to develop capabilities for
independent organization and learning amongst its students. Students are allowed to
select their own educational trajectories within the framework of the university's
academic regulations while taking into account the number of credits they earn.
KazNU operates an Intranet that provides information about the entire academic
process, from matriculation to graduation. Under the direction of advisers and the
office of the registrar, students may make their choices on-line”.
2.3.3 Organization analysis
The quantity of students:
24
Figure 2.3: Quantity of students in KazNU (December, 2008)
Number of employees over 4000 staff. There are 800 administrative
management staff members, 2000 teachers (refer to Figure 4.1) and others.
Figure 2.4: Teachers staff in KazNU (December, 2008)
Instruction is offered in KazNU:
25
Figure 2.5: Programs in KazNU (December, 2008)
The university has 14 faculties, 98 departments, and 50 divisions. Faculties:
•
Mechanical Mathematical Faculty
•
Physics Faculty
•
Biology Faculty
•
Chemistry Faculty
•
Geography Faculty
•
Philology Faculty
•
Faculty of Journalism
•
Faculty of International Relations
•
Eastern Studies Faculty
•
Political Science and Philosophy Faculty
•
Economics Faculty
•
Law Faculty
•
Preparatory Faculty for Foreign Citizens
•
Eastern Faculty - Faculty of Oriental Studies
26
Table 2.2: Courses for students offered by KazNU
Postgraduate Undergraduate
Course level
Degree
Duration
Certificates/ diplomas of state 2 – 3.5 years
sample
Bachelor degrees
4 years
Master degrees
1,5 years
MBA
1 year
Doctorate degrees
3 years
The Department of Academic Affairs develops KazNU’s academic policies.
According to KazNU’s official web site this department sets procedures for the
organization of instruction at the university, which is based on the credit system, for
the university's undergraduate and graduate programs. The department also
establishes procedures for enrolling in classes, examinations, signing-up for
internships, student evaluations, transferring, reenrollment, student dismissals,
graduation, etc.
2.3.3.1 Vision of KazNU
The University Vision. As a result of realization of the tasks of the strategic
planning of the University will became the higher modern educational of institution
of the world-level, being of leader and methodic centre of the development of
Kazakhstan higher education system, possessing of efficient system of corporative
management of directions of activity, skillfully using and importing of the most
leading methods and technologies, teaching of capable competition of specialists of
27
the world-level with global higher educations, development of scientific studies and
development of standards of the world, effectively realizing of results of economy
and society (Development strategy of KazNU).
2.3.3.2 Mission of KazNU
The University Mission - a shaping of competition of specialists with modern
prestigious higher educations, that orients decisions of problems of the intensive
development of the most important directions of economy, sciences and public life of
the state (Development strategy of KazNU).
2.3.3.3 Strategic functions and objectives of KazNU
“Our common agenda must begin with education. First and foremost, we
must transform our population, which is already educated and motivated, into a labor
force for the future: 21st Century training for the 21st Century jobs. The battle for the
future will be determined not by armies but by education, not by tanks but by
technology, not by cannons but by computers. It is vital that we ensure that Central
Asia is on the right side of history in all respects politically, economically and
technologically” - President of the Republic of Kazakhstan Nursiltan Nazarbayev.
Nowadays, Kazakhstan’s universities aims are to bring right content coupled with
learning methodologies and tools to enhance both teaching and learning experience
to the field of education by developing of new materials and the enhancement of
existing teaching curriculum using new learning techniques, e-learning solutions and
28
simulations technologies. Recognizing the strategic importance of education as
emphasized by president Nursultan A Nazarbayev of the Republic of Kazakhstan
KazNU’s main strategic base vectors are:
• The top-management of the University modernization in accordance with
modern international requirements introducing of development bases of corporative
methods management;
• Development and system improvement of education process;
• Modernization of science and innovation management of system.
Strategic aims of KazNU:
• Development of KazNU as an international center of education in the
Central Asia region with a decent positioning in the global educational space;
• Provide good quality of educational services, including distance learning,
electronic and communication equipment and technology education for citizens of
Kazakhstan and foreign countries;
• Consolidate the leadership positions in the University's Higher Education
sectors;
• Create the favorable conditions for the conducting and implementing the
innovations.
Objectives of KazNU:
• Implement new innovation model of the university, that combines the best
international experience with national capacity of higher education and science;
• Develop modern educational technologies by importing and adapting
foreign learning technologies to enhance the status of KazNU named after Al-Farabi
as a leading educational-methodical and scientific center of higher education in the
country;
29
• Provide competitiveness and demand for graduates; ensure international
recognition of diplomas; raise the economic and social status of the teaching staff;
• Procure fundamental and applied research with an access to the global and
national scientific level;
• Develop educational, research and innovation infrastructure;
• Develop international cooperation in higher education post-graduate
learning, exchange of experience and academic composition, skills, research and
innovation.
2.3.4 Organization chart of Kazakh National University
Kazakh National University named after Al-Farabi (KazNU) has a
hierarchical structure, which is consists of Rector, Academic Council, Vicechancellors, Head of departments, and Faculties. For more details refer to Figure 2.6.
Figure 2.6: Kazakh National University’s organizational chart
30
2.4 Development of e-learning
The purpose of this section is to identify Critical Success Factors for
implementation of e-learning system, illustrate existing e-learning models, describe
e-learning software requirements and existing platforms for e-learning system.
2.4.1 Critical Success Factors
Volery and Lord (Critical success factors in online education. 2000) found
out three main critical success factors in e-learning. They are: 1) instructor
(interaction in classroom, attitudes towards students, technical competence) 2)
technology (ease of access and navigation, design, level of interaction) and student’s
experience in using technology. According to Soong et al. (2001) human factor in
reference to the instructors (motivational skills, time and effort consuming) is the
main CSFs of e-learning.
Table 2.3: CSF for e-learning (Kayte O’Neill, Gurmak Singh, and John
O’Donoghue)
Critical Success Factors E-learning
Success criteria
Potential benefit
Approach
Availability of technical User satisfaction in finding answers in
assistant or help desk
their requests
Properly trained staff
Staff
members
will
not
only
understand the content area, but also
will be highly trained in the use of the
computer and Internet
31
Face-to-face
session Overcoming
the
issue
of
prior
familiarizing students with experience
the courseware
Functionality
of
the During the work there are won’t Should be backed up by
technological infrastructure appear any technician errors
technical support from
should be ensured before
either the lecturer or a
the course is implemented
course facilitator
Good online resources
Students satisfaction
Accessibility
(fast
to
download, easy to read,
easy to navigate), use of
appropriate
features
Development
of
good Teachers and learners will know how
documentation
to install, access, use and adapt the
resources developed
The lecturer or a course Using an e-learning system will not be Train staff
facilitator should be trained stopped because of worthless errors,
as a ‘trouble shooter’ at a that are able to be corrected by
basic level, and be able to lecturers
resolve
hardware
elementary
and
software
issues.
Laboratories
should
be
fundamentally
investigative, encouraging
active learning by actually
doing.
online
32
2.4.2 E-learning models
There are varieties of e-learning technologies available in the market and it is
a big challenge for the developer to choose most suitable model for the developing
project. It is compulsory for developers to be aware of the differences between
models and the several design possibilities of these models.
E-learning models are presented the way available to all e-learning
practitioners in an online community of practice as they are short and clear
summaries of good practice and research. The models that will be described below
are Octagonal theoretical model for e-learning, Salmon’s five stage model, e-learning
design model, and “do-it-yourself” e-learning implementation model.
1. Framework for e-learning developed by Badrul H. Khan (a worldrenowned speaker, author, educator and consultant in the field of e-learning and
educational technology). According to Badrul H. Khan book “Web-based training”
e-learning framework is discussed as a next:
Figure 2.7: Framework for e-learning (Badrul H. Khan, 2004)
33
• The pedagogical dimension of e-learning framework refers to teaching and
learning. This dimension addresses issues concerning content analysis, audience
analysis, goal analysis, media analysis, design approach, organization and methods
and strategies of e-learning environments.
• The technological dimension of the E-Learning Framework examines
issues of technology infrastructure in e-learning environments. This includes
infrastructure planning, hardware and software.
• The interface design refers to the overall look and feel of e-learning
programs. Interface design dimension encompasses page and site design, content
design, navigation, and usability testing.
• The evaluation for e-learning includes both assessment of learners and
evaluation of the instruction and learning environment.
• The management of e-learning refers to the maintenance of learning
environment and distribution of information.
• The resource support dimension of the E-Learning Framework examines
the online support and resources required to foster meaningful learning
environments.
• The ethical considerations of e-learning relate to social and political
influence, cultural diversity, bias, geographical diversity, learner diversity,
information accessibility, etiquette, and the legal issues.
• The institutional dimension is concerned with issues of administrative
affairs, academic affairs and student services related to e-learning.
2. Salmon’s five-stage model for e-learning.
34
Figure 2.8: Salmon five-stage model for e-learning (G. Salmon, 2000)
According to Salmon, G. (2000) this model describes the next stages: “Stage
1 involves essential prerequisite individual access and the induction of participants
into online learning. Stage 2 involves individuals establishing their online identities,
and locating others with whom to interact. At stage 3 participants exchange
information and start to support other participants’ goals. Course-related discussions
develop at stage 4 and the interactions become more collaborative. Finally, real
reflection and personal development will occur in the achievement of goals at stage
5”.
3. E-learning design model. This ADDIE Model of Instructional Design
provides suggestions, feedback, and design guidelines for development of e-learning
module.
35
Figure 2.9: ADDIE model (Grafinger, Deborah J. 1988)
• Analysis phase defines user requirements, learners’ needs, and
understanding the teaching objectives.
• On the next design phase the learning objective is formalized. Based on
that learning objective developer creates an instructional model. The instructional
model consists of video/media content, animation and interactive content for the elearning module.
• In the development phase developer interacts with content writer and
feedback is provided from the interface designer.
• As soon as developing will be done, instructional designer approves the
content.
• Evaluation of feedback for criticality.
4. “Do it yourself” e-learning implementation model - gives opportunity to
teachers to utilize e-learning in their teaching practice, by themselves. According to
Lin Thompson and Reece Lamshed this model is described below:
36
Figure 2.10: “Do it yourself” e-learning model” (Lin Thompson, Reece
Lamshed, 2006)
• FIND OUT: Identify new e-learning tools.
• CHOOSE: Select the tools to suit university’s purpose and student needs.
• LEARN: Having a person who can mentor and work with teachers, who
can actually sit down and talk ‘tradie talk’, and be sympathetic to their needs,
significantly improves the e-learning implementation.
• EXPERIMENT: Experiment with the tools and test them.
• CONVERT: Using pre-existing resource materials, and convert them into
a form that fits the e-learning tool.
• SHARE: Share resources and knowledge with other teachers who are
discovering the e-learning pathway.
• REUSE: Find resource that's suitable, store and archive it, so that it can be
reused at any stage in the future if relevant.
• REVIEW: It is part of quality management, but it is also an essential part
of learning, modifying, and perfecting what we do.
37
2.4.3 E-learning platforms
Below defined some common features that can be found on most platforms:
•
Annotating: Using drawing tools on whiteboards.
•
Archiving: Recording and storing the session for playback anytime.
•
Polls: Gathering real-time input from participants.
•
Screen sharing: Allow participants to view applications on your
desktop.
•
Whiteboards: An electronic version of a dry-erase board.
According to Senior Lecturer PhD. Adina Uta (Economic Informatics
Department, Academy of Economics Studies, Bucharest, Romania) in her paper
”Developing e-learning system” listed THE REQUIREMENTS OF AN ELEARNING SOFTWARE PRODUCT. The requirements for e-learning system
presented in the table below:
Table 2.4: E-learning system requirements (Adina Uta, 2006)
Requirements
Explanation
Learning Community • Every course and class includes real time chat room and
Participation
structured offline forums, providing interactive learning
through shared ideas and discussions.
• Administrator can also create public and learning
community related discussion forums.
Record Tracking
• Records course learning time for learners including total
learning time, single course learning time, single course
chapter learning time and testing time.
• Records learning progress for learners including learning
summary for all courses and learning progress for a single
38
course.
• Learner can inspect own learning record and test results
while managers and instructors can also query a learner’s
learning records and results.
Course Creation
• Intuitive creation process allows the content designer to
easily create course materials through a web interface by
following system instructions.
• Support multiple file formats like MS Office, HTML,
Images, Adobe PDF, Video and Audio, and Macromedia
Flash.
• Course contents can be published anytime for learners to
view, or hidden for future usage. Such contents may also be
shared with other instructional designers.
Course Management
• Instructor can create and manage online courses, or provide
support in the management of classroom courses, set class
times, eligible learner lists and maximum enrollment
numbers for a course.
• Class management mechanism allows for creation of
multiple classes within a course and management of learners
belonging to different classes.
• Intelligent approval system that will automatically check
learner id’s and complete enrollments when learners enroll
in a course. Relevant managers will be automatically notified
if manager approval is required.
• Provide a waitlist function. When the maximum enrollment
number of a course has been reached, the system can place
learners who wish to enroll in the course on a waitlist. If any
of the enrolled learners withdraw from the course, the learner
on the waitlist will automatically be enrolled in the course.
• Classroom course management functions include leave
application, attendance management, results management
and external learning management to assist enterprises in
integrating classroom and online learning systems.
39
• Classroom courses can be integrated with online testing
mechanisms to create a blended learning structure.
Curriculum
• Instructor can create curriculum online which may include
Management
any number of courses, can set eligible learner list and
maximum enrollment numbers for a curriculum.
• Intelligent approval system that automatically checks
learner ids and completes the enrollment when learners
enroll in a course. Relevant managers will be automatically
notified if manager approval is required for enrollment in
such curriculum.
Results Evaluation
• An instructor may design tests or surveys according to
requirements.
• Provides a question bank function. Instructors may create
any number of question banks, which can then include
questions of different difficulty levels. Tests can be created
based on settings such as the question difficulty level.
• Includes comprehensive testing functions. An instructor
may add multiple tests to a course.
• Question bank can be repeatedly utilized by different
courses and shared between instructors.
Reports
• Generates reports according to learning record or result
evaluation.
• Users may customize unique learning analysis reports by
extracting data from the database.
• A user can design reports according to unique requirements
to provide better visual analysis of learning results.
Email Notification
System can automatically send email notifications to users
when course publication, course expiration, course approval,
test results and other events occur.
Sabine Graf and Beate List from Women’s Postgraduate College of Internet
Technologies Vienna University of Technology in their paper “An Evaluation of
Open Source E-Learning Platforms Stressing Adaptation Issues” have made
40
comparison table between existed open sources for e-learning. Below this table has
been attached (Legend: * - very good; # - good; + - moderate; | - poor; 0 – very
poor):
Table 2.5: Evaluation Results of E-Learning Platforms for each Subcategory
(Sabine Graf and Beate , 2005)
Research shows that Moodle is the best platform concerning adaption issues.
In addition, Moodle’s extensibilities are supported with very well documented API,
detailed guidelines, and programming templates. Also Moodle include all
requirements listed in table 2.5.
41
2.5 Best practices
No matter what kind of e-learning you have chosen it is very essential to keep
industry best practices to evade the common traps associated with eLearning
development.
Table 2.6: Best e-learning’s practices in the organizations
Organization
User’s
Market
Description
Extra additions
number
Università
27 000
University System with integrated e-portfolio,
deglistudi
all
Milano
Data base size 2 Gb, LDAP, possibility of
Bicocca
user
(University of
access
Milan)
persons/second
AON
Risk 5 000
Insurance
LMS
functions. integration
with
simultaneous joining 2 LMS data
around
E-learning
100 bases
system Analysis
tools
for
combines financial and controlling teachings
Management
procedural
objects
learning (send
for
clients
and
required
AON notices to students
internal through e-mail)
personnel.
Each
administrator is able to
see his teams’ statistic
and
monitor
learning
the
process
(subscription
of
course). Also can print
achievement
certificates.
Leroy Merlin 1 500
Market
Train
staff
about User is able to create
42
(Auchan
products
and reports about topics,
group)
technologies. All retail analysis of reports,
outlets (more than 30, see the percentage of
in Italy more than 1500 correct answers, print
active employees) are in formats excel and
studying
tests
and
taking csv.
through
the
multimedia courses.
2.5.1 E-learning benchmarking
Towards a Unified E-Learning Strategy, July 2003 “Good management of elearning will optimize investment and procurement. In the well-managed e-learning
organization managers will need to take a strategic approach right across systems,
networks, equipment, e-learning materials and support services, and staff
development. The twin aims are to support staff in their teaching innovations, and to
reduce bureaucracy. Some educational institutions have already made significant
progress towards embedding e-learning. We can learn from these examples by
analyzing what works in the funding and management frameworks at local, regional,
and national levels. Transition requires short-term investment, to release staff time
for teaching and innovation, and to pilot new ways of working. Such investment
must result in clear improvement and value for learners.” This chapter describes:
• Comparison of the Moodle Learning Management
• System of UTM with the Stanford University’s current Blackboard
system;
• Recommends, on the basis of that evaluation, that the Kazakh National
University adopt Moodle as its Learning Management System.
43
This project is committed to providing a learning environment for Kazakh
National University that promotes intellectual and personal growth for students and
faculty. Since learning management systems (LMS) has a key role in the educational
enterprise, the choice of an LMS appropriate to the University’s mission is very
important. LMSs are constantly developing as other electronic technologies. This
development is always demand for continuous evaluation, thought of alternatives,
and assessment of the resources and opportunities. To meet University’s instructional
mission, on-line education will play a very important role. It is demands a learning
management system that is simple to use, quick to learn, trusted, and able to
accommodate institution’s evolving needs.
All of these considerations require of making a good chose of alternative
LMS.
As detailed below, this chapter has attempted to supply sufficient facts
relative to the strengths and weaknesses of Stanford University’s Blackboard and
UTM’s Moodle. The project recommends in favor of use Moodle for creating elearning in the Kazakh National University.
The most important and attractive feature of Moodle is its open source
architecture, which promises flexibility and adaptability to Kazakh National
University’s faculties and students’ needs. Moodle is able to provide better
functionality and best choice for meeting education challenges.
2.5.1.1 The introduction of e-learning at UTM (Malaysia)
E-learning in UTM is generally defined as “the application of ICT to advance
the effectiveness of the teaching and learning process” (UTM, 2005). This system
44
consist of course content, lecture notes, communication tools, quizzes, tests and
assignments and can be accessed through the network (refer to Figure 2.11).
Figure 2.11: UTM’s E-learning portal Source: http://elearning.utm.my/
2.5.1.2 The introduction of blackboard at Stanford University (USA)
Stanford University is using blackboard system for effectiveness of the
teaching and learning process. University used Blackboard e-Education platform
enable educational innovations everywhere by connecting people and technology.
Below illustrated blackboard welcome page:
45
Figure 2.12: Stanford University’s blackboard portal Source:
http://blackboard.stanford.edu/
2.5.1.3 System’s features
Both systems have very attractive and effective features for electronic
learning. This section illustrates various features of electronic learning systems that
may find useful for learning. The resources from both web sites are well organized,
reliable and easy to use.
Table 2.7: System features in UTM and Stanford University
System features
e-learning @
Blackboard @
UTM
Stanford
University
Communication TOOLS
TOOLS
Assessment and grading
46
Grade book
V
V
Announcement
V
V
Syllabus
V
V
Assignments
V
V
Tasks
V
V
Assessment
V
V
Mail
V
V
News
V
V
Discussion
-
-
Calendar
-
V
Chat
-
-
Forum
V
-
Address book
-
V
Personal
V
V
V
-
Modules/ V
-
Roster / Participant V
-
Information
Available abilities
Organizational Tools
Blog
Units/
Topics
List
Tracking and reports -
-
Course Catalog
V
V
Role V
V
Role V
V
V
V
Teacher
abilities
Student
abilities
Guest access
47
2.13: Student page at UTM’s e-learning
2.14: Student page at Stanford University’s blackboard
48
2.6 Discussion of literature review
This sub-topic summarizes analysis on e-learning module obtained from
literature review.
2.6.1 Proposed e-learning model
It is very important to take into account both student’s and educator’s
motivation for learning in a computer-communications framework while planning
and conducting the model. Table below shows critical analysis of existing models for
implementing e-learning in KazNU.
STRATEGY
VISION
The institutional dimension of
this model is concerned with
issues of administrative affairs
(organization and change,
accreditation,
information
technology
services,
instructional development and
media services, graduation
affairs), academic affairs
(faculty and staff support) and
student
services
(preenrollment services, course
and program information,
social
support
network)
related to e-learning.
Teachers, Trainers, Training
Managers, Distance Education
Specialists can use the
framework to plan, design,
evaluate and implement elearning modules, courses and
programs
Provide good quality of
educational
services,
including
distance
learning, electronic and
communication
equipment
and
technology education
Octagonal theoretical
model for e-learning
Skillfully using and
importing of the most
leading methods and
technologies
Kazakh National University
e-learning models
Table 2.8: Critical analysis of e-learning models for KazNU
This model design will
have a bearing on how far
students develop along
this process. Framework
helps to manage and
support students in the
same group who may be
at different stages.
Salmon’s five-stage
model
ADDIE
Model
of
Instructional
Design
gives
suggestions,
feedback and design
guidelines
throughout
the development of elearning module.
E-learning design
model
DIY model may provides
faster adoption of new elearning tools as they
become available, and a
more open attitude to
adoption
and
experimentation
“Do it yourself” elearning
implementation
model
49
The technological dimension
of the framework examines
issues
of
technology
infrastructure in e-learning
environments. This includes
infrastructure
planning,
hardware and software.
Develop
educational,
research and innovation
infrastructure;
implementation
Includes all 3 dimensions:
educational,
technological,
and
organizational.
This
model provides all guidelines
for implementing e-learning
Higher
Education
Administrators can use the
framework
to
develop
strategic plans for designing,
evaluating and implementing
e-learning initiatives.
Develop
modern
educational technologies
by importing and adapting
foreign
learning
technologies for creating
education services
Benefit for e-learning
OBJECTIVES
This model can be used to
identify the typical activities
tutors may be involved in at
different stages of the
students’ learning processes.
Salmon’s online teaching
and
learning
five-stage
model
describes how to
motivate online participants,
to build learning through
online tasks, and to pace elearners through stages of
learning and development
This
model
provides a step-bystep system for the
evaluation
of
students' needs, the
design
and
development
of
learning materials.
The most widely
used methodology
for developing new
online
learning
programs
The model below is
based on the positive
experiences
of
interviewed
trade
teachers
currently
using e-learning in
their
teaching
practice.
50
51
Regarding to the study area and based on the literature review, one of the
most complete and suitable theoretical model that somehow fulfill the systemic
perspective and university’s mission and vision is the e-learning model proposed by
Khan (2005). This octagonal theoretical model for e-learning offers comprehensive
view on the relevant factors in the e-learning system that can be used as measuring
variables for e-learning effects and implementation.
This e-Learning Framework is based on a service-oriented factoring of a set
of distributed core services required to support e-Learning applications, portals and
other user agents. The ultimate aim of the Framework is, for each identified service,
to be able to reference one or more open specifications or standards that can be used
in the implementation the service. The E-Learning framework has the potential to
provide guidance in
• Planning and designing e-learning materials;
• Organizing resources for e-learning environment;
• Designing distributed learning systems, corporate universities, virtual
universities and cyber schools;
• Designing LMS, LCMS and comprehensive authoring systems;
• Evaluating e-learning courses, and programs;
• Evaluating e-learning authoring tools/systems, LMS and LCMS;
• Designing and evaluating blended learning environments.
This model illustrates 8 factors that should be measured during the e-learning
system design. These 8 factors cover all the aspects of the e-learning system and this
is very suitable model for the subject of this project. Since KazNU currently doesn’t
have e-learning system, it is important to identify all the factors that would determine
the successfulness of e-learning. These factors are grouped in three major domains:
educational, technological, and managerial (Refer to figure 2.15).
52
Figure 2.15: E-learning factors
1. Educational domain – illustrated in figure 2.16. The purpose of this domain
is to identify the educational benefit of the e-learning system.
Figure 2.16: Educational domain
Pedagogical factors. E-learning offers possibilities for using digital content.
Variance of digital contents also offers new possibilities for changing teacher’s
teaching strategies.
Ethical factors. During the system development life cycle it is very important
to identify ethical issues such as equal opportunity, cultural and national diversity.
Evaluation factors. This factor addresses learning quality and evaluation of
each learner performances.
53
2. Technological domain – its issues directly affect the overall benefits of the
e-learning systems (Figure 2.17).
Figure 2.17: Technological domain
Technological factor covers all technical requirements, such as server that
supports e-learning system, access to the system, bandwidth, and security. This
dimension defines which LMS will be suitable for creating e-learning system and
what kind of learning environment and tools will be used for the learning program.
Interface design factor according to Khan (2005) addresses next issues: page
and site design, navigation, accessibility and usability. These issues affect the benefit
of the e-learning system.
3. Organizational domain – is very important for successful implementation
of the e-learning.
Figure 2.18: Organizational domain
54
Institutional factor addresses issues relating to organizational, administrative,
academic interaction and student services. In this dimension main purpose is to
identify user needs.
Resource support factor’s purpose is to making online and offline support
resources for e-learning system user. For example, resources could be available via
e-mail, FAQ, chats, or through the phone calls.
The managerial dimension deals with issues concerning to human resource
and team management. This factor addresses issues related to course registration and
notification, scheduling and creating the courses.
2.6.2 Adopting e-learning
E-learning is a big challenge for educational organizations. Because of the
technologies that involved for developing e-learning can be complicated to manage
and use them. It is required hard work and practice to get proficient in e-Learning
solutions. For traditional universities it is required to change their education
structure to move towards the virtual learning.
Teachers are playing an important role in adapting e-learning system. That is
why teachers must be well trained with using the technical tools and should be
competence to make experimentations with them for proficiently delivering variety
of class activities.
55
The universities should provide courses that are personalized to suit students’
educational needs, and should provide courses with mix of face-to-face and virtual
interactions. If university won’t deal with this case students will shop elsewhere. It is
necessary to implement powerful services to assist faculty, staff, and students and
enhance learning for successful adapting of e-learning into education process.
2.7 Chapter summary
This chapter discussed e-learning, its history, definition, and benefits. There
was illustrated Kazakh National University’s organizational structure, its mission and
vision. Chapter shows comparing table of traditional learning with e-learning. In
more detail describes e-learning’s CSFs, different models and chosen model for the
implementing e-learning for KazNU, platforms, the best practices in e-learning
systems, and compared e-learning systems in different universities. This literature
review is expected to be the element on doing the next phases of the study.
56
CHAPTER 3
METHODOLOGY
3.1 Introduction
System development methodologies describe techniques, tools, roles,
deliverables, standards and an activity for the development of software and it
supports an integrated set of principles, procedures, practices, and technical
standards. It is very important to use most suitable methodology, models and
techniques to improve the quality of developing software.
The challenge in selecting and following methodology is to provide sufficient
process to deliver the quality required for the software, while avoiding steps will
bring to wasting of time, dissipation productivity, demoralize developers, and create
useless administration.
This chapter discusses methodology of the developing project. The main
purpose of the project is to analyze current situation in the Kazakh National
57
University and to determine its learning processes. Data for the research is collected
through questionnaires and observation.
This chapter illustrates the proposed methodology framework that targeted to
reach the project success. The project framework is shown in Figure 3.1 and it is
proposed to guide all stages from phase1 to 5. Also this chapter presents operational
framework, which describe the activities that targeted to meet during this research.
3.2 Project Methodology
A project methodology is a guideline to know what is compulsory to do in the
project and how to manage the project from start to finish. This chapter describes
every step in the project life cycle, it shows which exactly task need to complete,
when and how. This chapter describes project methodology, which is a way of
steering the project in the right direction and keeping the project on track. The
methodology for developed project begins from planning and defining the current
learning systems, and the study about best practices in e-learning, following with
designing the system structure and developing prototype for the system.
Project development methodology framework is illustrated in the figure 3.0
below:
58
Figure 3.0: Project Management Framework
Phase 2: Analysis
1 Literature review.
2 Study the current system.
3 Organization.
4 Requirements gathering.
Phase 1: Initial planning
1 Select project.
2 Determine the system
components covering the
requirements and the way these
components will work together
Phase
Task
1 Literature review:
• Find out the literatures for e-learning overview;
• Identify the literatures for e-learning development;
• Find out the literature about the best practices in e-learning systems.
2 Study the current system:
• Identify business processes;
• Identify the problems and weaknesses of the current system;
• Identify the user’s requirements;
• Identify To-Be system’s features.
3 Organization
• Organization overview;
• Organization vision and mission;
• Organization Structure and profile;
• Organization’s current learning process.
4 Requirements gathering
• Define project requirements;
Identify improvements and propose system To-Be.
5 Produce the Gantt chart in order to create the work plan for scheduling the
project.
1 Discuss with supervisor about the project and choose a suitable title;
2 Determines the nature and scope of the development;
3 Understand the business environment;
4 Incorporate all necessary controls into the project;
Table 3.0: Detail every phase in Project Methodology Framework
Initial findings
report.
1. Project objectives;
2. Project Scope;
3. Project
methodology;
4. Project schedule.
Deliverables
59
1 Define the software for programming;
Phase 4: System development
1 Writing the thesis
2 Installing the new system and testing it;
3 Provide training for system users;
4 Document the implementation steps;
5 Prepare well documented user manual.
1 Writing a thesis
2Prototype implementation.
3 System testing.
4 Prepare user manual.
plan.
4 Propose documentation of all design decisions, and a thorough test
structure of the system components and their specifications;
Phase 5: Implementation
written code.
3 Well documented and expertly
2 Skillfully develop system prototype. 3 Produce the description of the software architecture, the algorithmic
1 Identify the development milestones2 Define and implement system standards;
4 Define technical context and requirements, program specifications
new system.
3 Check design completeness and correctness;
2 Design the system structure, data and procedure interactions;
1 Understand System requirements.
2 Illustrate the full functionality of the
1 Identify system requirements: hardware and software requirements;
Phase 3: Design
3 User manual.
2 User training;
1 Implementation report;
1 System prototype.
infrastructure.
1 Conceptual design
60
61
3.2.1 Initial Planning phase
The Project Planning Phase is often the most challenging phase, because it
requires to make an educated guess of the resources and equipments that needed to
complete the project. Project’s planning phase has been described in chapter 1.
Chapter 1 included a set of plans that illustrate guideline through the execution and
closure phases of the project. Planning phase consist of project objectives, scope,
methodology, and schedule. Project objectives are desired outcome of the project and
they have been aligned with the business needs of the organization. Project scope
identified additions and changes resulting from detailed project planning. In this
chapter methodology will describe how to measure the performance goal and it is
compulsory to present the methods that involved into project. Some examples of
methodologies that have been used during the project development are - testing,
surveys, and system measurements. Chapter 3 will illustrate project schedule that
displays a logical sequence of tasks for delivering the project. Also it defines how
often progress toward achieving the goal will be measured by the methodology.
3.2.2 System Analysis
The main objectives of system analysis is to identify the customer's needs,
evaluate system concept for feasibility, perform economic and technical analysis, and
create system definition that forms the foundation for all subsequent engineering
works. System analysis will be divided into to parts. Part one will be discussed in
chapter 2 and part two will be discussed in chapter 4. Part one will make attempt to
illustrate all the information about e-learning and will suggest the most suitable elearning features for the given organization. Part two will closely relate to
operations’ research, it is also will be referred as the decision maker, and
identification of a better course of action. System analysis will explore user
62
requirements and design robust, in order to select right software architecture. System
analysis will provide answers for questions like: who are the users of the system,
what system will do, where and when it will be used.
3.2.2.1 Literature Review
The literature review is an essential stage in conducting a research project.
According to Naoum (1998), it can be both descriptive and analytical. It is
descriptive because it describes the works of previous writers and it is analytical
because it critically analyzes the contribution of others with the view of identifying
similarities and contradictions made by previous writers.
In literature review, described e-learning system’s features, and identified
definition and types of e-learning systems. There’re illustrated developing stages and
mentioned best practices in this area. In chapter two by analyzing the data there has
been identified the most suitable framework, model, and platform for the KazNU.
3.2.2.2 Study the current system
This activity will help to learn how to study the concerned current system in
the given organization. It focuses on the systems analysis phase. In addition, the
current learning system of KazNU has been illustrated with Unified Modeling
63
Language (UML) diagrams. In Chapter 4 have been determined current system’s
minuses and its weaknesses in order to not repeat them in the new system.
3.2.2.3 Gathering Requirements for the Proposed Project
A requirement gathering is an essential part of software development. It’s
difficult to build a solution for the project if the requirements are indeterminate. The
requirements will be clearly stated in chapter 4. Requirements will address system
To-Be needs. Also they would identify system interoperability issues and will
develop requirements for the new system. To gain a complete picture from the
research the data has been gathered through use cases, online questionnaires, and
mail interviews.
3.2.3 System Design
According to Chris Johnson “Systems design is the process or art of defining
the architecture, components, modules, interfaces, and data for a system to satisfy
specified requirements”. This activity is illustrated in chapter 4, and it is justifying
how project will meet the identified requirements and will design the prototype of the
system.
64
3.2.4 System Development
Systems development is the process of defining and testing a new system
application and it will be discussed in project 2. It will include the internal
development of customized systems, the acquisition of open source software. In this
stage will be described standards and procedures that will guide all information
systems processing functions. There will be defined and implemented standards of an
appropriate system development life cycle methodology, which is governing the
process of developing, acquiring, and maintaining computerized information systems
and related technology.
3.2.5 System Implementation
The purpose of System Implementation Phase can be summarized as follows:
making the new system available to users (the deployment), and providing support
and maintenance of the system. Chapter 5 will illustrate system implementation
phase processes, such as:
1. Prepare for System Implementation – this step will deploy the application
and prepare product environment.
2. System testing – the testing plan that developed in Implementation stage
will be executed and validated in Chapter 5.
65
3.3 System Development Methodology
A methodology is a formalized approach to implementing the SDLC (it is a
list of steps and deliverables). There are many different system development
methodologies, and each one is unique based on the order and focus it places on each
SDLC phase (A.Dennis, 2005).
There are many ways to categorize the methodologies. As the development
methodology for this project has been chosen object–oriented methodology, it
attempts to balance the focus between process and data by joining both of them into
one model. For more details please refer to chapter 4.
3.3.1 Object Oriented Approach
Object-oriented systems focus on capturing the structure and behavior of
information systems in little modules that encompass both data and process. These
little modules are known as objects.
The idea of object-oriented (OO) language is object decomposition, breaking
down the complex software system into its different objects, joining the data and
function that operate on the data into the object.
During the development the process passes from writing a new code to
assembling existing objects in innovative ways to solve a problem. In addition,
object-oriented analysis and design methodology gives opportunity to cut down
66
development time and costs, leads to significant competitive advantage, and enable
producing more flexible and easily maintainable object-oriented systems. In chapter
4 will be proposed current system and future system’s functions and features through
the object oriented models.
3.3.2 UML Notation
Selected modeling language for this project is Unified Modeling Language
(UML). UML is a graphical language with sets of diagramming techniques for
modeling system.
During the system development phase, diagrams evolve to include details that
ultimately lead to code generation and development. Diagrams encompass
everything, from documenting the requirements to proposing the design. UML is a
powerful and flexible language for developers. The OMG specification states:"The
Unified Modeling Language (UML) is a graphical language for visualizing,
specifying, constructing, and documenting the artifacts of a software-intensive
system. The UML offers a standard way to write a system's blueprints, including
conceptual things such as business processes and system functions as well as
concrete things such as programming language statements, database schemas, and
reusable software components."
In chapter 4 in order to illustrate users’ responsibilities and roles there will be
used Use Case Diagrams, its descriptions, Sequence Diagrams, and Class Diagrams.
67
3.3.3 The Unified Process
The Unified Process is a specific methodology that maps out when and how
to use the various UML techniques for object–oriented analysis and design
(A.Dennis, 2005).There are two-dimensional systems development processes that
describe Unified Process: phases and workflows. The phases describe how
information system evolves through time and the workflows describe the tasks or
activities that evolved to information system.
Table 3.1: Unified Process’s two-dimensional systems
Systems
Objectives
1 Inception
Description
Deliverables
In this phase feasibility
1 A vision document (identified:
analysis is provided and
scope, requirements, constraints,
business
feasibility and risks – chapter 1)
cases
are
proposed
2 The adoption of the necessary
environment
to
develop
the
system.
Phases
2 Elaboration
This phase continues with
1 UML structure and behavior
developing
diagrams (Appendixes B and C)
the
vision
document, following by
2 An executable of a baseline
finalizing the business
version
cases and completing the
information system
of
the
evolving
project plan
3 Construction
This phase is focused on
Implementation of beta version of
programming,
defining
the system and testing acceptance
requirements,
analysis,
and designing workflows
4 Transition
This phase is focused on
1 Executable information
testing and deploying the
2 User manual, user support plan,
68
workflow.
and the plan for upgrading the
system
1
Engineering
workflows
This
stage
business
includes
modeling,
requirements,
design,
analysis,
implementation,
Workflows
test, and deployment of
workflows.
2
Supporting
workflow
This
stage
project
includes
management,
configuration,
management,
environment
change
and
the
of
workflows.
3.3.4 Justification of selected Methodology
The object-oriented methodology is selected because of the reasons that
explained below:
1. OO applications are easier to maintain, they provide more reusable
components, and they are more scalable, to name a few.
2. Object-oriented technology is based on a few simple concepts; by
combining them we can produce significant improvements in software construction.
3. Object-oriented analysis gives opportunity to take advantage of the
contemporary programming languages, operating systems and associated tools.
69
3.4 System Requirement Analysis
System Requirements can be expressed a programming or mathematical
model, it is addressing for the Application Development Team and QA and Testing
Team. In chapter four will be illustrated Functional and Non-Functional
specifications of the system. This chapter three is provides software and hardware
requirements. Table 3.3 suggests recommended system requirements for optimal
performance of software and hardware.
Table 3.2: Software and hardware requirements for developing the system
System
Sub-section
Requirements
Purpose
requirements
Architecture
Operating systems –
Hardware
Windows or Mac
Memory
> 1 Gb DDR2
Storage
> 40 Gb Mb
Display
Internal
adapter
dedicated
Peripherals
Mouse,
USB
VGA
or
keyboard,
pen
drive,
microphone,
web
Software
camera
Rational Rose
These applications are used in order
2002
to
Enterprise
Activity
edition
or
create
Diagrams,
Use
case
Diagrams,
and
StarUML 5.0
Diagrams
Microsoft
For word processing
diagrams,
Sequence
Collaboration
Word 2007
Microsoft
Is used for drawing diagrams and
Office
charts
Visio
70
2003
Microsoft
Is used to generate Gantt and Pert
Project 2007
charts for scheduling the
Project development days.
Web browser
For
retrieving,
presenting,
and
traversing information resources on
the World Wide Web.
XAMPP
Contains of Apache distribution
with MySQL, PHP and Perl. It is a
development tool, to allow website
designers
and
programmers
to
develop and test created software
Moodle
The
tool
for
creating
online
dynamic web sites for students or
trainers
3.5 Project Schedule
According Kathy Schwalbe’s book “Information technology project
management” the schedule development uses the result of all the preceding project
time management processes to determine the start and end dates of the project. The
ultimate goal of schedule development is to create a realistic project schedule that
provides a basis for monitoring project progress for the time dimension of the
project. There are several tools and techniques assist in the schedule development
process. I have used a Gantt chart for displaying project schedule information
(Appendix A). The Microsoft Office Project 2007 has been used to assist Gantt chart
in schedule development.
71
3.6 Chapter Summary
In this chapter has discussed the various aspects of the study related to the
project development life cycle: planning, design, implementing. This chapter also
describes the methodology appropriate to the system development.
Software and hardware requirements have been briefly explained to clarify
the system requirements. Furthermore, the project schedule has been developed to
achieve the schedule by accelerating some efforts and modifying approaches to meet
required deadlines.
72
CHAPTER 4
ANALYSIS AND DESIGN
4.1 Introduction
This chapter presents the current system at Kazakh National University
named after Al-Farabi and its opportunities and challenges in terms of introducing elearning system.
In this chapter has been developed framework that guides steps for adopting
suggested e-learning model for implementing e-learning system for Kazakh National
University.
By providing questionnaire and mail interviews identified system To-Be ’s
features and its requirements. This chapter illustrates To-Be system’s improvements
and system architecture.
73
4.2 Existing IS/IT systems
At the current time University provides for full time students and staff
http://univer.kaznu.kz/ web site, called “intranet”. Intranet - is an internal corporate
system based on Internet technologies. From a technical point view “intranet” is
internal corporate portal that solves staff’s problems, like organizing, storing and
processing the internal information. User may access to the portal via any web
browsers.
4.2.1 System architecture
Originally intranet system started 5 years ago. According to the KazNU’s
official web site (http://www.kaznu.kz/en/529/) “System has proved itself as the
convenient resource covering a complete cycle of the students' learning from its
arrival to its release. The given system works with the central database SQL Server
2000”.
To develop this system programmers used new technologies, such as
ASP.NET, VB.NET, Visual Basic 5, WinDev, SQL Server 7, MS Access, Visual C ,
Windows API, CGI, ISAPI, ActiveX, Internet Information Server, VB script, NT
Server, JavaScript, Active Server Pages.
74
Figure 4.0: Intranet – Architecture and organization
4.2.2 System features
Intranet system of KazNU Al-Farabi is a web-based system for the next
categories of users: administration, teacher, student and staff of KazNU. For each
category of user intranet system opens up a personal portal with personalized access
to relevant functions of the learning management credit system technology.
Table 4.0: KazNU’s “intranet” system’s features
Office of the Registrar
Teacher
Student
(staff)
Registration
of
all View Academic Calendar (List of Register subjects
learning courses and staff exam dates, project presentation
list
Calculation
dates, etc.)
of
academic rankings
the Upload
discipline’s
(curriculum,
which
content
includes
a
75
description of all subjects, goals
and objectives of discipline, themes
and
duration
of
each
lesson,
exercises for independent work
time,
credit
hours,
teacher
requirements, evaluation criteria,
schedule of delivery of works and
bibliography.)
The organization access View schedule
View personal data,
to
grade
the
PPS
system
intranet
of
previous disciplines
Maintain a database of Marking,
PPS in the faculties
(marks)
grading
students’ Download
knowledge, exams and tests they discipline’s
took
content
(curriculum,
which
includes a description
of all subjects, goals
and
objectives
discipline,
of
themes
and duration of each
lesson, exercises for
independent
time,
work
evaluation
criteria, schedule of
delivery of works)
Attestation (evaluate students over View
all marks during the semester)
View list of faculty advisors
View university’s events
Add students or staff’s contacts
events
university’s
76
4.3 Problem statement in the organizational context
Current system in KazNU is always developing. To reach strategy’s goals
that KazNU created for education process one very important thing is missing, and it
is e-learning. As John Chambers declared “E-learning is the next killer application”
(2000-2001). E-Learning provides the flexibility for students to learn where and
when they choose. It offers features to motivate students and provides an evaluation
of their performance. Most importantly, it provides a quick, inexpensive, and fun
method for students to study, understand, and remember the lessons for future
implementation.
Current system gives opportunity only to register subjects, view schedule and
marks, and download subject’s syllabuses. This is not really sufficed in terms of
customers’ satisfaction. Also the current system misses many educational outputs,
such as online courses, online assignments, discussions, forums, and lectures, which
may help to get affluent learning process.
4.4 Current system analysis
The Root Cause Analysis (RCA) has been used to brainstorm the reasons for
why the problems are occurring in the current university’s IS/IT system. RCA helps
to consider and find all causes and the root causes of a problem, also it helps to focus
on the causes of the issue without irrelevant discussion. The possible effects and
causes to the current system are shown below:
77
Figure 4.1: Root Cause Analysis by Ishikawa tool
Table 4.1: Current system’s problem causes
Category
Definition of the software Root
Problem causes
Cause Category
People
Causes driven by the people involved People skills;
in creating, managing, deploying, or Domain skills;
maintenance of systems.
Poor practice;
Problem solving skills
Materials
Causes
driven
by
administration
Method
the
system No written guideline;
Hard to use materials;
Causes driven by the interrelationships No
procedures
between information, process, and/or learning
materials,
functionality supported by the software questions,
or embedded within it.
helps
for
to
creating
such
tests, quizzes,
assemble
as
that
student’s
knowledge;
No procedures for uploading /
downloading assignments.
78
Design
Causes
driven
problem
developers.
by
the
system Poor design;
No data management (users can
not change any data without
asking system administrator to do
it for them);
No password assistance (if user
forgot his/her password or wants
to reset it he/she has to go directly
to system administrator)
Software
Causes driven by the capabilities of the Based on a single user (no
problem
software systems used to create, discussions, forums, etc.)
manage, deploy, and maintain the
software.
4.5 System As Is
The purpose of this project is to investigate challenges and possibilities for
implementing e-learning system in KazNU. For these reasons there were conducted
two ways of research: questionnaire for analyzing the current system and interview
for identifying user requirements. For accomplishing this project, KazNU’s
“intranet” system will be used in order to implement a survey with students and
teachers. Using online questionnaire and mail interviews with teachers and students
will collect additional data. In order to achieve this, the following questions should
be answered:
1. What are the experiences of students and teachers of using “intranet”
system in KazNU?
2. What is the opinion of teachers and students for applying e-learning system
in the KazNU?
79
To clarify System As-Is first of all there are have to be identified keyfunctional areas by existing system. Second, start with the primary area and detect
functions of this area, by creating UML Use Cases, functional descriptions. Third,
check with stakeholders that required system’s functional and non-functional
requirements have been covered before getting into depth too much in any single
area.
4.5.1 Current system observation
KazNU’s “intranet” system displayed survey displayed below:
Figure 4.2: “Intranet” system login page (source: http://univer.kaznu.kz/)
Figure 4.3 shows that students or teachers are able to see universities’ last
news:
80
Figure 4.3: First page after login into system “Intranet”
Figure 4.4: Students activity page
Figure 4.4 shows student’s activities. Students able to:
•
Register subjects;
81
•
View personal data;
•
Visit electronic library;
•
View disciplines for the current semester;
•
View/download current discipline’s syllabuses;
•
View class attendance and grades.
System gives opportunity for teachers to:
•
View academic calendar;
•
Upload discipline syllabuses;
•
Grade and mark students progress and attendance;
•
Create address book.
4.5.1.1 Entering students’ attendance grade into system
There are few steps for entering student’s attendance into the system:
1. Teacher login into system, chooses date, discipline, and students’ group for
entering attendance into the system:
82
Figure 4.5: Entering students attendance into the system
2. Teacher enters grades for attendance:
Figure 4.6: Attendance journals
83
3. Teachers page for viewing student attendance:
Figure 4.7: Students’ attendances – teachers’ page
4.5.1.2 Students assessments
KazNU uses semester systems; there are two semesters per year. Each
semester student should submit assignments and pass 2 attestations.
students overall grade please refer to Figure 4.8.
To calculate
84
Figure 4.8: Student’s grade evaluation
To evaluate student progress teacher after login into system, has to make
several steps:
1. Choose discipline
Figure 4.9: Disciplines list
85
2. Choose students’ group
Figure 4.10: Students’ group
3. Enter grades
Figure 4.11: Electronic attestation journal
Students’ page of their attendance and grades:
86
Figure 4.12: Students’ attendances and grades – student’s page
4.5.2 As-Is Process and Data Model
All the functions and processes that are involved in the current system have
been modeled by using UML modeling language. For more details (Functional and
Structural modeling) please refer to Appendix B.
87
4.6 Adopting octagonal theoretical model
This section provides a framework and its explanation of using Octagonal
theoretical model for e-learning for customizing e-learning system for Kazakh
National University. From the discussion of literature review Octagonal theoretical
model for e-learning have been grouped into 3 domains. The next step is to illustrate
how this octagonal theoretical model will be adopted for development of e-learning
system at Kazakh National University.
Figure 4.13: Adopting Octagonal theoretical model for e-learning
88
Table 4.2: Detail every phase of adopting Octagonal theoretical model for elearning framework
Phase
Task
1
Phase 1:
Octagonal
Discuss
Deliverables
chosen
model 5. Clear picture of he
theoretical features and benefits;
proposed model and its
model for e-learning
2 Determine the 3 domains of features
1 Describe the model.
the model: educational domain, 6. Determined e-learning
2 Customize this model technological
domain,
and features
7. Identified learning
for e-learning system at organizational domain;
Kazakh
National 3 Understand each factor of the objectives that nail down
University.
domain and describe how it is what the learners are
relates to the e-learning system supposed to know and be
features;
able to do, once they have
4 Incorporate all necessary attended to the course
explanations for developing elearning system;
Phase 2:
1
Identify
LMS
for
Technological domain
proposed e-learning system at management system for e-
1 LMS
KazNU:
learning system at KazNU
2 Questionnaire and mail • Identify
interview.
the 1. Chose Moodle learning
system 2. Identified technical
requirements:
and issues, considerations,
hardware
constraints and possibilities
software requirements;
2 Study the current system:
• Identify the problems and
weaknesses
of
the
current
system;
• Identify
the
user’s
To-Be
system’s
requirements;
• Identify
features.
Phase 3:
1
Define
current
Educational domain
learning contents
system 1 Conceptual learning
content infrastructure and
89
1 Questionnaire and mail 2
interview.
Identify
system
To-Be strategy.
learning content and strategy
3Determine learning tools
Phase 4:
1Determine requirements:
1 Organizational support.
Organizational domain
• Identify support resources;
2 Organizational strategy
1 Mail interview
• Define system support;
2 Identify improvements.
3
Illustrate
organizational
requirements
1 Propose system requirements 1 System analysis report.
Phase 5:
system and its features
Identify
requirements
and 2
system improvements
Illustrate
system
improvements
1Requirements gathering
2 System improvements
1 Identify system platform and 1 Implementation report.
Phase 6:
System implementation its features
and testing
2 System testing report.
2 Design system data base
1System platform and 3 Provide system testing: unit
database design
testing,
system
2 System testing
testing, and
interface
user acceptance
testing
4.7 Finding from questionnaire
This section focuses on two data gathering techniques: online questionnaire
and mail interviews. Both techniques are provided as guidance for measuring the
90
issues. The questionnaire was taken for data collection from the learners. Mail
interviews are used for gathering data from teachers. Questions address issues
educational, technological and organizational domains.
30 students do the
questionnaire and 2 teachers do mail interview.
In table 4.2 is shown a detailed plan regarding areas. Furthermore it shows
the issues and the data gathering techniques.
Table 4.3: Detailed view of data gathering techniques
Areas
Factors
Issues to be addressed
Respondents
Data gathering
techniques
Educational domain
Pedagogical
Ethical
Content provided
Students,
Questionnaire and
Learning strategy
Teachers
mail interview
Geographical diversity
Students,
Questionnaire and
Etiquette
Teachers
mail interview
Quality of the learning Students,
Questionnaire
Legal issues
Evaluation
content
Teachers
Student performance
Technology domain
Technology
Hardware
Students,
Questionnaire and
Software
Teachers
mail interview
Students
Questionnaire
Teachers
Mail interview
Teachers
Mail interview
Infrastructure
Interface
Web site design
design
Navigation
Accessibility
nal domain
Organizatio
Usability
Institution
Needs of assessments
Organizational change
Resource
Support provided
91
support
Online/Offline support
Management Human resource
Teachers
Mail interview
Management team
4.7.1 Questionnaire
The questionnaire has been conducted with students attending an
“Information system” course. These students are in their 2nd year of studies in the
faculty of Mechanical Mathematics in the Kazakh National University. The
questionnaire included 19 questions and has been conducted using web based
system. 17 questions had predefined answers. In total 30 students answered the
questionnaire questions. The questions illustrated at Appendix E and the complete
answers are displayed in percentage in the sections below.
4.7.1.1 Educational domain
The first domain addressed in the questionnaire is – educational domain
(issues regarding pedagogical, ethical, and evaluation). The purpose of these
questions is identifying aspects of students’ performance and learning strategies.
92
Figure 4.14: Students answers for questions relating to educational domain
4.7.1.2 Technological domain
This section covered questions related to hardware, software, and interface
design. Interface design includes page and site interface, navigation, accessibility,
and usability.
Figure 4.15: Students answers for questions relating to technological domain
93
As long as “Intranet” system doesn’t have any internal messages, online
chats, forums for question #16 “How do you communicate with the teacher?”
students answered 5% by email and 95% by direct communication. Students skipped
question #19, because “intranet” doesn’t provide any search engines.
There were two more open questions related to technological domain. For the
question “What kind of technological devises could be included in “Intranet”
system” two students suggest “videoconferencing lectures should be included”, three
students suggested “audio conferencing lectures”, ten students suggested “forums,
chats, discussion rooms”, 5 students suggested “teachers may put e-documents that
related to the lectures”. About students’ suggestions on what would they change in
the current design of “Intranet” interface there were only three answers that they
wish it to be more attractive and colorful.
4.7.2 Mail interview
This section includes interviews with two teachers. Because of geographical
distance this interview was impossible to be done in person. That is why interview
has been done via e-mail. The teachers are from two different group age: young and
old generation. The first teacher is 32 years old from the faculty of mechanical
mathematics in the Kazakh National University since 2003. The second teacher is 63
years senior teacher from the same faculty since 1980. This selection was made
because of affects their attitudes towards technological solution to improve learning
process.
94
4.7.2.1 Educational domain
This section included pedagogical and ethical issues.
Table 4.4: Mail interview with teachers on “Educational domain”
Question
№
Answers
Junior teacher
1
Can
you
list It
pedagogical
challenges
in
is
Senior teacher
requires
good In Kazakhstan presented
knowledge in IT.
the idea of the teacher
e-
standing in front of the
learning systems?
students, students talking
notes,
etc.
would
E-learning
change
adopting
this
the
by
new
pedagogical approaches.
2
What will you use to I
will
use
any For me it will be difficult
change your current techniques and methods to change my teaching
style of teaching?
are needed.
style that I have used for
many years. Actually the
style
of
teaching
has
already changed with the
university
adopting
“intranet” process, but the
traditional teaching method
is mainly presents.
3
Do you think is there There are many benefits Of
any
course
there
are
benefits
from from e-learning to staff benefits from e-learning. I
implementing
e- and students. Students think that it will encourage
learning in KazNU?
will be able to do more a deeper knowledge from
work at their own, and the subject; it can help to
95
teachers will have more build specific skills.
tools
for
students
checking
progress
by
using tests, quizzes and
etc.
4.7.2.2 Technological domain
Table 4.5: Mail interview with teachers on “Technological domain”
Question
№
Answers
Junior teacher
4
What
kind
Senior teacher
of I use my PC for making I use
my PC
for
technologies do you use reports and most likely I making reports
in your teaching?
will use it for creating
assignments
and
tests
questions related to the
course.
4.7.2.3 Organizational domain
Organizational domain presents issues like needs of assessments,
organizational change and management.
96
Table 4.6: Mail interview with teachers on “Organizational domain”
Question
№
Answers
Junior teacher
5
Senior teacher
What would be your Training on IT field and I will need a very well
requirements for the user manual in order to documented user manual,
e-learning?
get familiar with e – and course learning on
learning system.
6
using IS/IT.
Implementation of E- Answer is YES if only e- E-learning definitively will
learning
will
bring learning
system
is bring
organizational
organization changes. understandable. I will try change. The introduction
Are you ready for my best to adopt it into of technology will change
them?
my courses.
the way of teaching and
collaborating
with
students.
7
Do you think staff and Of course. And before Absolutely Yes. It will
students
need
to taking the survey it will show the reliable result of
attend for evaluation be great if institution users’ readiness and then
of their readiness for provides briefing about university should provide
e-learning?
the e-learning system and explanation
its features.
about
e-
learning, because most of
the
teachers
are
not
familiar with it.
8
9
If you will use e- I would need a support University must provide
learning system for from IT personnel.
adequate human resources
your
what
to support the e-learning
kind of support will
initiative, because it is
you require?
definitely necessary.
courses
In your opinion who Undoubtedly it should I think that there should be
should
manage
the managed by the teacher, some staff available for
course content at the however
IT
e-learning system?
always
should
available.
personnel helping teachers to create
be the course contents at the
e-learning system.
97
10 Are there any other Implementing
issues
Kazakh
e- In my opinion during the
for learning in the Kazakh implementation of an e-
implementing
Learning
the
e- National University will learning system in Kazakh
in
the need
depth
National within
University?
the
analyses National
University
it
Project would be required to keep
Management framework. in mind that more that 60%
This framework should of university’s staff
consist next issues:
are
over 50 years, that is why
1 Identify teachers’ skills they should be provided
capabilities for using e- with a good training and
learning system
2
Define
support
from
the
students’ administration.
readiness for using elearning system
3 Provide system support
for its users
4.8 User requirements
The user requirements for the system To-Be had been identified from the
questionnaire and mail interview. Requirements are the simple statements that define
what system must do or what kind of characteristics it must have.
Gathering user requirements gives assumption that defines the expectations of
the system in terms of mission objectives, environment, constraints, and measures of
effectiveness and suitability.
98
4.8.1 Functional requirements
Functional requirements relate to the specific functions, tasks or behaviors
that system supports.
1 Student must be able to:
•
Enroll to the courses
•
View enrolled courses
•
Upload/download assignments, tests, quizzes, lecture’s materials
•
View personal progress
•
Take a part in the interactive discussions;
2 Teacher must be able to:
•
Create content for the discipline
•
Utilize discipline’s content
•
Update and collaborate discipline’s content
•
Upload/download reading materials, assignments
•
Create tests, quizzes, discussion forums
•
Grade students’ progress and attendance
•
Work with address book
3 Coordinator must be able to:
•
Create new courses
•
Create curriculum
•
Inspect leaner activities
99
4 Admin must be able to:
•
Assign user privileges
•
Backup database
•
Allocate learning tools
4.8.2 Non functional requirements
These requirements must specify the criteria of system’s performance and
usability.
• Operational requirements
• The system will operate in Windows and Macintosh environments
• The system will be able to read and write Word documents
• The system will be able to import and export Gif, Jpeg, and BMP graphic
files
• Performance requirements
• The system must be available 24 hours a day, 7 days a week
• Security requirements
• The system must provide authentication process for all users
• The session should be expired after 10 min of idle without interacting the
system
• Cultural and political requirements
• No special cultural or political requirements anticipated
100
4.9 System improvements
By implementing e-learning system in KazNU, all the mentioned problems
and current system weaknesses will be solved and destroyed. Figure 4.13 proposes
some improvements for the current system weaknesses.
Figure 4.16: System improvements
4.10System To-Be Process and Data Model
During the development stage of e-learning system the learning processes
must be modeled in order to support the effective learner of appropriate learning
101
objectives. Each process that evolved in developing process should be analyzed in
deep details and modeled by using modeling language UML.
E-learning system processes are developed in 5 phases and all these models
related and represent the e-learning system a whole, and it is illustrated in figure
4.14. Each phase has own models with different artifacts.
Figure 4.17: The 5 phases of development e-learning processes
Elements in one model have dependencies with other models. The final
picture of all the models will be the entire system’s architecture.
To illustrate all requirements of capture phase, it is necessary to identify the
users of the system and their roles. Users illustrated in figure 4.15:
Figure 4.18: System users
102
USER ROLES. The entire system will include various privileges that allow
access to specific areas of system functionality. Types of access are grouped into
categories according to the user type. Users may play two or more roles.
Table 4.7: System user roles
User
Learner
Teacher
Coordinator
Definition Sets goals and Creates and updates Suggests
Administrator
and
Manages
privileges to the
enrolls to course,
discipline’s contents,
manages
the
plays around with
evaluates
learning
plan,
the contents and
progress,
validate
discipline
tools,
communicates
performs
activities,
learner
with
learners.
tools,
activities, supervise
system
with
attendance
the
view
and
coordinators and
progress
rapports,
other
manage
courses
evaluates his/her
catalogue,
progress
reassign teachers.
and
learning
administer
teachers,
learners,
creates
contents, tools and
communicates
teacher,
users,
and
attendance,
modifies
or
cancels
an
enrollment.
User type
Learning
Discipline
Content
Course Management
System Manager
Instructional
Instructor,
System
designer,
Coordinator,
administrator
Creation
User role
Leaner
Coeditor,
Publisher
Learning
administrator
User
Takes
part
in
activity
learning courses
Develops discipline
Creates courses and
Modifies
user
content,
monitor
manages progress
privilege settings,
learning
progress,
manages system,
evaluate progress
creates
learning
tools
Activity
Enrollment, View
Content
creation;
functions
courses, Personal
Content
utilization;
progress
content updating and
and
Create new course,
User
Content
management,
category
management, Create
System
privileges
settings
103
attendance,
collaboration; Tally
curriculum,
Interactive
and
Inspect
discussions.
results;
Approve
eligible
course
analyze
test
activities
and
learner
management,
Backup database ,
Course
tools
management.
enrollments; Create
tests, quizzes
The functional modeling and structural modeling detailed for the each user
are illustrated in Appendix C.
4.10.1 System architecture
Here illustrated e-learning system’s architecture; one for student and one for
general users.
104
Figure 4.19: To-Be System architecture for students
105
Figure 4.20: System Architecture
4.11 Chapter summary
This chapter described Kazakh National University’s leaning processes and
the current IS/IT system. This chapter covers University’s current systems design, its
weaknesses and problems. By illustrating existing system, there were suggested to/be
system’s features. Also the System Architecture of the new system has been
identified. Questionnaires shows current situation in the organization and identified
necessary processes that should be overtaken during the implementation.
106
CHAPTER 5
IMPLEMENTATION AND TESTING
5.1 Introduction
By extensively discussing each module in previous chapters about project
analysis and design, now it is time to describe an implementation of the complete
system. In this chapter will be briefly discussed the Moodle program’s features and
the constraints of its performance. In addition, in this chapter will be described
system's user-friendly interface and system testing results. It assists the control of the
system implementation and displays the results visually, helps to find errors in the
system and facilitates to correct them. The database of the system created by Moodle
is then illustrated to show clear picture of the project.
107
5.2 System implementation
The main purpose of System Implementation can be summarized as follows:
establishing error free coding, creating reliable database, making the new system
available for deployment, and provide support and maintenance.
The differentiation between System Implementation and all other phases of
the system development lifecycle is that all previous activities up to this point have
been deployed in safe and protected environments. In this phase system goes life.
There will be performed all the applications, including preparation of product and
product using manual document. The main purpose of this chapter is to prepare
system implementation in order to ensure that system deployment will occur
efficiently, proficiently, and flawlessly.
This chapter covers a broad spectrum of activities of system implementation
from a coding efficiency and performing of database to the formal documentation of
user and technical manuals of the new system. In addition the system implementation
phase also requires full system testing. This chapter will cover system performance,
followed by database illustration, user and technical manual (User manual illustrated
in Appendix G, technical manual illustrated in Appendix H), and will be completed
with system testing.
5.2.1 Performance of the integrated software
This step will deploy the application and prepare product environment. In this
project it was decided to use Moodle open source course management system that
108
allows creating online dynamic learning web sites. Moodle is able to run on the
widest possible range of platforms, it is easy to install, modify, upgrade, integrate
with other systems, and enjoyable to use. Below listed the most important reasons for
choosing Moodle:
• Moodle is Open Source System, which is free to download;
• Moodle has been developed with both technology and pedagogy in mind;
• Moodle can run on almost all servers that can use PHP (Windows, Mac,
Linux);
• It is capable with MySQL, PostgreSQL and Oracle databases, and others
are also supported;
• Moodle is CMS & VLE that provides users with sharing documents,
grading assignments, discussions, forums, etc. For more details please refer to table
3.1;
• The Moodle software is very popular and used all over the world by
independent teachers, schools, universities and enterprises. The reliability of Moodle
is very high. According to moodle’s official web site http://moodle.org, there are 50
000 learning comities, over 9 million users from 200 countries, it is available in
almost 80 languages;
• Moodle provides its users with excellent documentation, and strong
support for security and administration.
Moodle has embedded educational tools, which is very helpful for
developers, they won’t waste time on creating program codes, they will spent more
time for courses’ quality and flawless activities. Table 3.1 illustrates moodle’s
embedded educational tools.
Table 5.0: Moodle’s tools for education
Tools
Social
Examples
Benefit
Blogs – individual writing projects: reports, Efficient
109
Networking
reflections, and journals.
Tools
Wikis – collaborative writing projects: between users
study
guides,
glossary,
collaboration
scripts,
and
collaborative presentations.
Chat
Tool:
peer
tools,
synchronous
collaborating.
Forums: questions, parent information area,
student information area, peer to peer
communication,
teacher
to
teacher
collaboration.
Question Button.
Calendar
Illustrates dates for submitting assignments, Helps students to
or taking tests, or other study related events
not
miss
the
submission date of
assignments
Personal Content
Illustrates users’ profile, courses they
involved, grades
Resource tools
Files created in Moodle
Office / PDF
web links
Activities tools
Online and offline assignments;
Individual and groups;
Graded and ungraded
Audio and video Slideshows
Provides
tools
synchronous
Video, audio files embedded
learning
Quizzes
Practice computer testing;
Eliminates
Offers practice exams;
students
Immediate feedback option;
dishonesty
Paperless testing
Many types of questions (multiple choice,
calculated, true/false, embedded answers,
matching, description, short answers, essay)
e-
110
Additionally, special programming techniques are utilized to reduce the runtime. Reliable coding style is very important in any development projects, it provides
flawlessly work of the system. This project has developed e-learning system based
on open source Moodle program. It means that all the coding already has been tested
with professionals in programming area. In addition, Moodle is open software
product that allows developers to integrate many other programs into system. In the
developed system has been used 2 kind of plug-in: 1 Mail features; 2
Videoconference; 3 Multi course grader report.
Mail. Internet mail module allows users to send and receive email between
multiple users of the system. Mail function allows users of course and user groups to
create folders of messages to organize mails and allows to attaché files to a message.
In order to add this feature developer has to install mail file into moodle/mod folder.
Videoconference. Internet conferencing created for the proposed e-learning
system. This video conferencing is provided by Dimdim web meeting module in
Moodle. Dimdim is Open Source web meeting product. With Dimdim users can
show presentation, applications and desktops to any other person over the Internet. In
this web conferencing users can chat with others in the meeting, in addition users
may use their web cameras.
Multi course grader report. This plug-in developed as a convenient way to
quickly view all students’ grade reports for all courses and their activities.
111
5.2.2 Database design
This step illustrates a database structure of the proposed system. During the
installation of moodle, it is necessary to create blank database for moodle in
localhost/xampp/phpmyadmin. Moodle will automatically create tables by using
MySQL relational database management system. For the proposed system Moodle
has created 204 tables. In this paper will be listed only the core database tables
(please refer to Appendix D).
The purpose of this stage is to determine what kind of data will be stored in
the database and define the relation between them. Information that should be stored
includes the users’ information, course descriptions, course materials, and other
learning related information.
Table 5.1: Moodle database tables
Activities
Table names
Courses and their organization into Course
categories
course_categories
course_display
course_meta
course_request
Activities and their arrangement within modules
courses
course_allowed_modules
course_modules
course_sections
Groups and grouping
groups
groups_members
groupings
112
groupings_groups
The logging system
log
log_display
Blocks system
block
block_instance
block_pinned
Events
Event_*
Backup and restore
backup_config
backup_courses
backup_files
backup_ids
backup_log
Statistics
stats_daily
stats_monthly
stats_user_daily
stats_user_monthly
stats_user_weekly
stats_weekly
Tags
tags_*
Gradebook
grade_*
Question bank and question engine
question
question_answers
question_attempts
question_categories
question_sessions
question_states
Messaging system
message_*
Moodle network
mnet_*
Cashing
cache_*
Miscellaneous
scale
scale_history
sessions2
timezone
113
5.3 System testing
Testing of proposed system is focused on an investigation that conducted to
provide information about the quality of the system, with respect to the context in
which it operates. Testing takes highest amount of time comparing with other
activities in the system development process. In this step will be executed three
types of system testing: Unit testing, Integration testing, and User acceptance testing.
The goal of this stage is to identify how well the component conforms to the
stakeholders’ requirements for the system.
5.3.1 Unit testing
According to IEEE Standard “Unit testing is the testing of individual
hardware or software units or groups of related units”. Unit testing is focuses on
structural test design. Approximately every phase of software development finds
application of black box testing. Black box testing is a design method. Black box
testing is focuses on functional requirements of the system. Black box testing is a
testing strategy, which doesn’t require knowledge of internal logic, code, or design
structure. Its purpose is to check functionality of the proposed system. This Black
box testing attempts to find errors in the programming code in the following
categories:
•
Incorrect or missing functionalities;
•
User-interface errors;
•
Data structure errors;
•
Performance errors;
•
Initialization and execution errors.
114
•
Black box testing illustrated below in table 5.2.
Table 5.2: List of Black box testing
Administrator page functions testing
Modules
Login
Testing areas
Expected results
Result
1 Type login
1 If login and password match, OK
2 Type password
open admin page
3 Click button “login”
2 If login fails user should try
again.
Users
Course
1 Browse list of users
1 System shows users
2 Add new user
2 New user successfully added
3 Upload user
3 User’s profile upgraded
4 Define roles
4 User’s permissions assigned
5 Assign system roles
5 User’s roles defined
1 Add/edit courses
1
2 Course default settings
successfully
3 Course request
2 Set course parameters
4 Pending request
3 Setting course users’ roles
5 Backups
4 Approve/disapprove created
New
course
OK
added/edited OK
courses
5 Data stores in db
Grades
1 General settings
1 Set roles assigned for grading
2 Grade item setting
2 Setting grade types, displaying
OK
way, and grade reports.
Location
1 Location setting
1 Setting location, time, IP OK
2 Update time zone
address lookup
2 Time zone updated
Language
1 Language setting
1 Set display language, default OK
2 Language packs
language, visibility of language
2 Add languages into system
Modules
1 Activities
1
Manage
activities, OK
115
2 Blocks
assignments, chats, db, forum,
glossary, quiz, resources
2
Manage
blocks,
courses,
online users, global search
Security
1 Site policies
1
Manage
login
process, OK
2 HTTP security
password policies
3 Notifications
2 Manage of using cookies, open
to google, sessions
3 Set login notifications
Appearance 1 Web site Themes
1 Set web site themes, create OK
2 Calendar
user-interface
3 HTML editor
2 Set calendar’s displaying type,
showing events
3
Set
web-site
fronts,
background
Front page
1 Front page setting
1
Create
front
page,
2 Front page backup
necessary information
3 Front page restore
2 Save data in db
4 Front page questions
3 Upload files
add OK
4 Create questions on the front
page and set their visibility
Lecture page functions Testing
Modules
Login
Testing areas
Expected results
Type Username
Result
If successful,
Type a Password
teacher page
Click login button
will be displayed
OK
2 If unsuccessful, user will
have retry attempt
View/edit
Select view profile option Successfully view/edit
profile
Course
OK
teacher profile
Add/Edit class activities
Successfully
updated
class OK
activities
Grading
Select
course,
select Marks graded successfully
OK
116
activity, select students to
mark
Change
Select
profile,
password
password
Email
Creating,
change Password successfully changed
reading
new Sending, receiving emails
OK
OK
emails to users
Calendar
Create
events,
assign Calendar will illustrate course OK
activities submission dates
activities dates
Course creator page functions Testing
Modules
Login
Testing areas
Expected results
Type Username
If successful,
Type a Password
teacher page
Click login button
will be displayed
Result
OK
2 If unsuccessful, user will
have retry attempt
Change
Select
profile,
change Password successfully changed
password
password
View/edit
Select view profile option Successfully view/edit
profile
Course
OK
OK
teacher profile
Adding/ editing course
1 New course created
OK
2 Course profiles updated
3 Assign groups, teachers to the
created course
Email
Creating,
reading
new Sending, receiving emails
OK
emails to users
Grades
Select course grades
Course grades illustrated to the OK
course creator
Student functions page Testing
Modules
Login
Testing areas
Type Username
Expected results
If successful,
Type a Password
teacher page
Click login button
will be displayed
2 If unsuccessful, user will
Result
OK
117
have retry attempt
Change
Select
profile,
change Password successfully changed
password
password
View/edit
Select view profile option Successfully view/edit
profile
OK
OK
teacher profile
Email
Creating,
reading
new Sending, receiving emails
OK
emails to users
Course
Choose interested course 1 Request accepted/not accepted OK
and request for enrolling by teacher
to the course
2 If accepted enrolled to the
course
Activities
Take
a
part
assignments,
on 1 Student will get marks from OK
forums, assigned activities
chats, and other course
activities
Calendar
Click on calendar
1 View all coming events
OK
2 View assignments submission
dates
5.3.2 Integration test
Integration test is testing in which software components, hardware
components, or both are combined and tested to evaluate the interaction between
them (IEEE Standard). This testing determines that applications evolved are
functioning well with each other. Integration test will focus on two types of test,
which is User Interface Testing.
118
5.3.2.1 User-interface test
User-interface Testing assessed the testing by focusing on four elements,
which are screen layout, report, form and also menu in the system.
1 Screen Layout. On interface testing for screen layout each screen layout
for consistency with the standard layout will be checked and tested. The figures
below show some of the interface layout of the proposed system.
Figure 5.0: Front page interface
119
Figure 5.1: Adding new user
Figure 5.2: Adding new course
Figure 5.3: Sending email to user
120
On completion of the test, the results obtained are as shown below:
Table 5.3: Test report of screen layout
Layout
Standard
Result
P/F
Screen
The Main Page displayed within 4 seconds
P
The proposed system logo was shown on every page
P
Main menu is displayed in every page.
P
2 Report Layout. Based on interface testing for Report layout, developer
tested and checked that each report layout follows the standard as mentioned in the
previous section. As a result, developer fined out that the entire layout in this system
is following the standard as shown below:
Table 5.4: Test report of report layout
Layout
Standard
Result
P/F
Report
At the top of the report page, a header displays the P
logo of the proposed system.
The information displays in a form of table and P
displays at the center of page.
3 Form Layout. Based on the interface testing for Form layout, developer
tested and checked to ensure that each form layout follows the standards as
mentioned in the previous section. The figure below shows part of the interface of
the system.
121
Table 5.5: Test report of from layout
Layout
Standard
Result
P/F
Forms
Create a form that allow user to fill form by using:
P
Drop down menu – allow user to select the information
from the list
P
Use text-field – allow user to enter the information
P
5.3.3 User acceptance test
Acceptance testing is formal testing conducted to determine whether or not a
system satisfies its acceptance criteria (the criteria the system must satisfy to be
accepted by a customer) and to enable the customer to determine whether or not to
accept the system (IEEE Standard). This test is held in order to determine that the
system will work at the customer location. This test executed by giving a
questionnaire form to users to field. The purpose of this questionnaire is to get a
feedback and remarks regarding proposed system and fixing the weaknesses. The
questionnaire consists of 37 questions. 35 questions are close ended and 2 questions
are open ended. Questionnaire has been divided into 8 groups. Questionnaire is
presented in Appendix F. The results of the questionnaire are illustrated below:
122
Figure 5.4: Students overall response to the questionnaire
Figure 5.5: Close ended questions (Students’ response in percentage)
123
Figure 5.6: Students’ response to the each question
Students’ response to the open ended questions. Most students around 85%
stated that they are satisfied with the system. Others just have ignored open-ended
questions.
5.4 Chapter summary
This chapter described the tools required to provide the implementation and
testing of the developed system. This chapter primarily dealt with the coding
approach, database design, and documentation at implementation stage. In addition
this chapter has attempted to perform system testing. There are 3 types of testing
were executed in order to verify system flawlessness.
124
CHAPTER 6
ORGANIZATIONAL STRATEGY
6.1
Introduction
This chapter describes system’s organizational implementation strategy. In
order to illustrate this stage developer will use Kurt Lewin’s proposed model for the
organizational change (Kurt Lewin, “Frontiers in Group Dynamics”). According to
Kurt Lewin change is a three-step process: unfreeze, move, refreeze (Figure 6.0).
Chapter 4 described As-is system and its analysis, which helped to design the new
system, this steps helped to unfreeze the current problems. Next step helps to move
new system via a migration plan. This stage will illustrate conversion and change
management plan, which helps to move as-is system into to-be system and includes
helping to users to understand the change and train them to adopt the new system,
this is discussed in section Change management of this chapter. The last step is to
refreeze new system; this stage includes new system’s support, maintenance, and
project assessment.
125
As-is system
To-be system
Transition
Unfreeze
Move
Refreeze
Analysis and
design
Migration plan:
Support and
maintenance
• Technical conversion
• Change management
Figure 6.0: Implementing change
6.2 Migration plan
6.2.1 Conversion
Proposed conversion style. There are two types of conversion style: direct
conversion and parallel conversion. Direct conversion is a type of technical process
where new system replaces the old system. It is the simplest and basic way. Also it is
very risky, because any problems with new system may seriously shatter the
organization. Parallel conversion is a second type of technical process where new
126
system is operated side by side with the current system in the organization. The
minus of this approach is the added expense of operating two systems.
Direct conversion style was chosen due to the urgent need of the system like
this. Because previously the staff wouldn’t able to collaborate with students in the
way as e-learning provides. In addition, the current system uses manual approach for
making regular reports, which have a high probability of errors.
1 Conversion Location. Conversion location refers to the organizational
parts that are converted in a point of time. There are three approaches in selecting
conversion locations: pilot conversion, phased conversion, and simultaneous
conversion.
Table 6.0: Conversion location
Conversion
Definitions
Advantages
Disadvantages
location
Pilot
One or more locations Has advantage of Requires more time;
conversion
or units/work groups providing
an The problem is if
within a location are additional level of organization
selected
to
have
be testing before the different units that
converted first as part system
are using different
of
versions of system, it
a
pilot
(A.Dennis, 2005)
test implemented;
appeared will be difficult for
Any
problems will affect them to exchange the
only
the
pilot data.
location
Phased
The system is installed Has
same Much slower than
conversion
sequentially
with pilot
different
at advantages
conversion,
locations pilot conversion, in because of deliberate
127
(A.Dennis, 2005)
addition it requires delays between the
small
number
people
of different
sets
of
for installations
conversion
Simultaneous All
conversion
locations
are System is installed Requires big number
converted at the same and made ready at of people to install
time
all locations at a the system;
present time
Requires
good
training of staff
In this project case pilot conversion was chosen. It means that system will be
installed on one computer due to make pilot testing. If the system passes the pilot
test, it will be installed on all computers within organization. It was also chosen,
because this approach can be used with direct conversion. However, it requires more
time.
2 Conversion Modules. This dimension of conversion is used to identify
which modules of the system should be converted in specific time. There are two
approaches of conversion modules: whole system conversion and modular
conversion. Whole system conversions, in which the entire system is installed at one
time. Modular conversion – when the modules within a system are separate and
distinct, organizations sometime choose to convert to the new system one module at
one time (A.Dennis, 2005). It was decided to choose whole system conversion in
terms of ease of use and ease of installation.
3 Selecting Conversional Strategy. Usually, conversion is technically
complicated process, which can require additional software for it. Formal test plans
are always required for data conversion efforts. That is why appropriate strategy
should be chosen in a proper way taking into account all factors that can affect it.
Three factors should be considered in selecting conversional strategy. They are: risk,
128
time and cost required. The table below illustrates the characteristics of conversional
strategies.
Table 6.1: Characteristics of conversional strategies (A.Dennis, 2005).
Risk
Cost
Time
Conversion
Direct conversion
High
Low
Short
style
Parallel conversion
Low
High
Low
Pilot conversion
Low
Medium
Medium
Phased conversion
Medium
Medium
Long
Simultaneous conversion
High
High
Short
Whole system conversion
High
Medium
Short
Module Conversion
Medium
High
Long
Conversion
location
Conversion
module
The characteristics of appropriate conversional strategy for proposed system
are displayed in table below.
Table 6.2: Conversional strategies for the proposed system (A.Dennis, 2005).
Conversion Style
Conversion
Conversion Module
Location
Characteristics Direct conversion
Pilot conversion
Whole
system
conversion
Risk
High
Low
High
Cost
Low
Medium
Medium
Time
Short
Medium
Short
In terms of the conversion style (direct conversion) chosen for this project,
there is a high risk because it is a completely new system. This means that the
129
organization depends on the new system. On the other hand the cost of
implementation of direct conversion is low and need little time to utilize this system
and the users may use system immediately after installation is complete. The direct
conversion approach is chosen due to the urgent need of such system. For conversion
location it was decided to use pilot conversion. It has low risk, because it has greater
chance to identify bugs that were not noticed in testing. In case of bugs appearing
only one user will be affected. This approach also requires less cost and time
comparing with other approaches. This project is high in risk in terms of conversion
modules and requires medium cost to implement and need a short time to install.
Whole-System conversion is used for this project, which means that the system will
be installed at once. The system is web-based and is easy to use since almost all the
users of the system are already familiar with online systems. The cost for deployment
of this system is medium in terms of implementation since installation is made at
once and in a very short time.
6.2.2 Change management
Change management is a significant process, which can deliver wide spread
of benefits by improving the system and satisfying users needs. This stage is very
important of overall installation. It includes organizational aspects that involve
learning and activities that motivate users to embrace new system.
Rosenberg’s has work where he explains how resistance to innovation can be
broken down and transformed into acceptance (Rosenberg, 2001: 179). Usually
managers and the top administrators of the organization are implementing such a
transitions into the organizational culture. Distribution of the shared vision about elearning to the teachers and university administrators is a responsibility of the people
that mentioned before. Managers also have to monitor the adoption of e-learning.
130
According to Rosenberg in order to approach these issues organization should
develop a systematic strategy for change.
Universiti Teknologi Malaysia (UTM) has an e-learning strategies that will
be used in this project as an example for creating e-learning implementation strategy
for Kazakh National University.
UTM has made next steps for implementing e-learning (Marlia Puteh, 2008):
1 UTM has introduced-learning to the staff and students;
2 UTM devised long-term strategic plan known as UTM’s Plan of Action for
the establishment of a World Class University (WCU) in 2001 which incorporate six
attributes towards achieving international standards by 2010;
3 UTM developed e-learning policy in enhancing the development and
application of e- learning in the university teaching and learning.
From the given steps for implementing e-learning system it is clear that in
order to successfully implement e-learning at KazNU it is required to devise strategy
plan for e-learning implementation. The main goal of the suggested strategy for
KazNU is to help people to adopt the To-Be system.
In order to implement
successful change management plan three steps should be followed. They are:
•
Revising management policies;
•
Motivating adoption;
•
Enabling people to adopt through learning.
Revising Management Policies. In order to encourage system users the
management policies have to be revised. The list of suggestions:
131
• Head of organization should create a policy of e-learning system usage.
The new policy has to be circulated to all the staff’s involved.
• The management should upgrade the Internet lines for users.
• The management should also upgrade the server separately between
application server and the web server for future potential application.
• The policy should be accompanied with a teaching plan and user manual
stating the standard operating procedures for using the new system.
Motivating Adoption. There are two main strategies in motivating adoption:
informational and political. The goal of informal strategy is to convince potential
adopters to make changes. It works when there are clear reasons for adopters to
change. In other hand, the goal of political strategy is to motivate changes using
organizational power. It may be done in forcing way. In this project informational
strategy is used. In order to motivate people to use the system next suggestions are
presented:
• Creating a sense of urgency by stating the need for the system to be in
place.
• The users of the system should be involved as much as possible in terms of
policy making/implementation for the new system.
• Publishing the usage of the system by distributing pamphlets, email or
articles.
Enabling adoption: training. The new system will change the business
processes as such, a good training is required so as to increase the effectiveness and
skills for handling the new business process (staffs performance appraisal). There are
three types of training: face-to-face training; classroom training; computer-based
training. The table below shows the factors that affect selection of training method.
132
Table 6.3: Selecting a training method (A.Dennis, 2005).
One-on-One
Classroom
Computer-based
Training
Training
Training
Cost to develop
Low-Medium
Medium
High
Cost to deliver
High
Medium
Low
Impact
High
Medium-High
Low-Medium
Reach
Low
Medium
High
For this project computer-based training method has been chosen as a method
of training, because there are a big number of users exist within the organization. As
it is seen from the table above, computer-based training has high cost of delivery,
low-medium impact on users, and high reach.
6.3 Data migration
As it was mentioned in previous chapters, at the current time Kazakh
National University doesn’t have any e-learning system. KazNU delivers system to
staff and students that can only be used in grading and surfing (upload and download
course’s syllabuses) purpose. Developed system “e-learning at KazNU” has features
to provide non traditional way of learning, where students and staff can collaborate
with each other by using relevant information technologies.
The migration of the data will be quit simple, as it doesn’t need all the data
from the current system. The data that will be migrated to the new system consist of:
student/staff profiles and course syllabuses. Actually, teachers and course creators
will insert the course materials and will create course content. New system has user-
133
friendly interface, which gives opportunity to users without programming skills
insert the data into system.
6.4 Post-implementation activities
The goal of post-implementation activities is the institutionalization of the
use of new system – that is to make it the normal, accepted, routine way of
performing the business processes. This step is refreezing the organization after the
successful transition to the new system (A.Dennis, 2005). Once the system has been
installed and performed change management activities, the system is converted to the
operation mood. The system support is needed in purpose of helping the users to use
new system. It means that developers should provide answers of user’s questions. In
this case it is necessary to provide on-demand training. System will provide online
training support and FAQ (frequently asked questions) support in order to present
sufficiently good online help.
6.5 Organization Benefits
Kazakh National University as an organization will gain benefit on using
proposed e-learning system developed for its staff and students. Below it is
illustrated the impacts for each category of e-learning system users.
134
Table 6.4: System impact
Users
Impact
Administration The new system will generate the true data output to the students
New system provides a range of functionality covering student and
teacher management;
Saves Institute paper and toner costs
Saves Institute answer sheet costs
Utilizes Institute's computers and intranet
Instructor
Content creation and delivery
Communication and collaboration
Comprehensive tracking and assessment tools
Access from anywhere at any time
Automated grading system
Students
Gives students immediate, detailed wash back
Students are able to upload study materials
System provides students with their study progress report
6.6 Chapter summary
This chapter included organizational strategies of implementing e-learning
system at Kazakh National University. There were described migration plan of
chosen conversion styles and change management, in addition, system support
activity has been detailed. Successful implementation of proposed e-learning system
in the Kazakh National University will require a lot of training and maintenance.
135
CHAPTER 7
DISCUSSION AND CONCLUSION
7.1 Discussions
As we all know to provide knowledge of a given subject is the main objective
of teaching. By understanding that knowledge through studying, the students will be
able to use that learned skills every day in their life. Retention - memorizing and
comprehending the teaching materials is a key to learning. In order to achieve
progress in effective learning the retention of material must be a goal during the
planning of efficient learning. This is e-learning philosophy. E-learning’s goal is to
provide effective teaching to users. While e-learning uses same principles of
traditional teaching, it offers more features to improve the retention of the materials.
This project overviewed e-learning system and all essential elements needed to create
effective online learning system in Kazakh National University.
In chapter 1 were defined project problem statements, project objectives,
scope, and importance. Chapter 2 illustrates literature reviews of project. There were
discussed e-learning frameworks, models, platforms, best practices, and some
136
existing online learning systems. There illustrated Kazakh National University’s
structure, mission and vision in order to chose most suitable and comprehensive
model for implementing e-learning for the university. Chapter 3 provides
methodology for e-learning development. There were illustrated project software and
hardware requirements.
In this chapter was decided to use Object-oriented
methodology for determining system functions. Those functions have been described
in chapter 4. Developer made an analysis of the chosen organization’s current
learning system. Developer tried to understand the system As-Is, made an effort to
find system minuses, by finding user requirements suggested some improvements for
the new system.
By using UML modeling language diagrams were illustrated
systems functions and user responsibilities for the current and new system. Chapter 5
is all about system implementation and testing, which is very important for the
successful usage of proposed system. Implementation consisted of coding approach
and database design. Testing was held in order to identify all system flows before
system goes life. Chapter 6 described organizational strategy. There were illustrated
migration plan and post-implementation activities. Migration plan consist of
conversion and change management that provides transmission of old system into the
new system. The final chapter 7 discusses achievements in the initial findings,
constraints and challenges during the project developing stage, and aspirations of the
project expectations.
7.2 Achievements
Throughout the months, developer has accumulated a wealth of materials
about the project topic. Moreover, there have been conducted different types of
techniques for gathering project requirements. The way people collect and share
knowledge, assign experiences, communicate with each other have been greatly
changed by digital technologies.
Many countries have realized in order to be
successful in this digitization era; they have to gain leading position in the digital
137
world. To achieve this aims project developer considers education as an opportunity
for a better future. This is why project developer made an attempt to provide elearning system in Kazakhstan.
Achievements of this project:
• The result of study is to illustrate all the best practices and adopt them in the
project. In real scenario, there has been proposed e-learning framework suggested by
Khan (2005), illustrated models of e-learning for successful implementation and
open source platform for creating effective online courses.
• The study also concludes that the maximization in utilization of tools and
techniques for gathering information in project development stage is essential in
order to bring positive impact in project performance.
• By producing questionnaires and interviews collected a great amount of
data. These techniques helped to identify system user’s requirements, their
responsibilities, and roles. Moreover, by using these techniques developer find out
current system’s weaknesses and proposed some improvements for the future system.
• By analyzing online questionnaires and mail interviews it is anticipated that
the respondent could be able to be placed or suggested to choose the right learning
method in pursuing their study process.
Benefits of this project to Kazakh National University:
• A strategic positioning for the University with aims to meet future learning
requirements as well as the expected growth of fully online programs.
• Satisfying higher education experience for students, which will support the
University's capacity to attract future students.
• Good way of managing courses and students’ progresses for the
university’s staff;
• Teachers will be able to use relevant information technologies (such as
social networking tools) to collaborate with students that will lead to meet online
138
environment and ultimately improved learning outcomes. As a result it will improve
student’s retention which improves the quality of study;
• Students will have opportunity to download course materials, upload
assignments, and view grades at any time and any place with internet coverage.
7.3 Constraints and challenges
There were many challenges and constraints on the project conducting stage.
Although e-learning has been strongly recommended as the good way of learning
and teaching and there is a plenty evidence of its effectiveness in some contexts,
there exist significant questions concerning its implementation. These questions
include e-learning and logistic management, the preparation and readiness of
teachers, the mix of disciplines and flexibleness of learning.
In addition, the
organizational culture also plays big role in implementing e-learning. The university
has to create good conditions (such as computerized class rooms, IT skilled teachers)
for using e-learning. Below listed a number of barriers to implementing e-learning:
•
Differences in requirements, regulations and norms of education
process;
•
Differences in presenting teaching style;
•
Network and bandwidth speed.
Challenges for the project development stage:
•
Find out organization’s institutional infrastructure;
•
Use proper hardware and software with adequate internet speed;
•
Verify quality of the system design and content of e-learning courses;
139
7.4 Aspirations
For future research it would be exciting to get feedback from students who
are using different e-learning systems and it would be interesting to compare that
systems. The comparison results of many e-learning systems would provide better
approaches regarding the interface design and contents’ issues. In addition, the
teachers’ research of their experience in the e-learning systems would be another
interesting portion for further study.
7.5 Conclusion
As a conclusion of the study, it’s necessary to summarize all the work that
has been done in this project. This project had an attempt to provide adequate
research of e-learning system and made an effort to identify organization structure.
By understanding project’s background problem that in KazNU at the current time
no online learning systems, developer proposed and designed new learning system
for that university. Project has been provided with clear stated requirements for
developing e-learning system. Also there are illustrated justifications of used
methods for problem investigation. The aims for the future work have been stated in
the final chapter.
140
REFERENCES
Alan Dennis, Barbara Haley Wixom, David Tegarden. (2005). System
Analysis and Design with UML Verion 2.0.
Charles Clarke. (July 2003). Foreword to Towards a Unified e-Learning
Strategy.
Chris Johnson. (1993). Interactive Systems Design..
Currie, J. (1999, November 5). Digital age leaves professors talking turkey.
Times Higher Education Supplement.
David Rashty.(2001). E-Learning Processes Models.
David Rashty. (2001). Traditional Learning vs. eLearning.
Davies, D. (1998). The virtual university: A learning university. The Journal
of Workplace Learning, 10 (4), 175 – 213
Derek Stockley. (2003). E-learning definition and explanation (E-learning,
online training, online learning).
Development Strategy of the Al Farabi Kazakh National University for 20092011 in light of the President of the Republic of Kazakhstan Mr. N.A. Nazarbaev
assignments. http://www.kaznu.kz/en/503/
Goddard, A. (1998, November 13). Facing up to market forces. Times Higher
Education Supplement.
Grafinger, Deborah J. (1988). Basics of instructional system development.
Info-line issue 8803.Alexandria,VA: American society for training and development.
HEFCE e-learning Strategy. March 2005 p.5.
Hoare, S. (2001, February 21). E-courses: Net that degree. The Guardian,
p.41
141
IEEE. (1990). "IEEE Standard 610.12-1990, IEEE Standard Glossary of
Software Engineering Terminology".
Ileana Adina Uta. (2006). Developing E-Learning System. International
Conference on Computer Systems and Technologies – CompSysTech.
Kayte O’Neill, Gurmak Singh, and John O’Donoghue. Implementing
eLearning Programs for Higher Education: A Review of the Literature. University of
Wolver Hampton, Wolver Hampton, UK.
Kathy Schwalbe. Information technology project management. Fifth edition.
Katz, R. (2001, May 18). Campus champs tackle heavies. Times Higher
Education Supplement.
Khan, B. H. (2004, September-October). People, process and product
continuum in e-learning: The e-learning P3 model. Educational Technology. Vol.44,
No. 5.pp. 33
Kurt Lewin, “Frontiers in Group Dynamics”, Human Relations, 1, no. 5
(1947:5-41), and Kurt Lwein, “Group decision and social change” in E.E. Maccoby,
T.M. Newcomb, and E.L. Hartley (eds.), Readings in social physiology (New york:
Holt, Rinehart & Winston, 1958), pp. 197-211.
Lin Thompson and Reece Lamshed. (November 2006). E-learning within the
building and construction and allied trades.
MarliaPuteh. (2008). “e-Learning Implementation in Malaysian Universities:
The Universiti Teknologi Malaysia Experience”. Proceedings of the 3rd International
Conferences on e-Learning, University of Cape Town South Africa, 26-27 June
2008.
McFadzean, E. (2001). Supporting virtual learning groups. Part 1: A
pedagogical perspective. Team Performance Management, 7 (3,4), 53-62
Muhammad Rais Abdul Karim, YusupHashim. (2004). The Experience of the
E-Learning Implementation at the Universiti Pendidikan Sultan Idris, Malaysia.
Malaysian Online Journal of Instructional Technology (MOJIT).
National Committee of Enquiry into Higher Education. (2001b). National
Report. Chapter 13: Communications and Information Technology. Retrieved
November 4th, 2003 from www.leeds.ac.uk/educol/ncihe/nr_202.htm
Pollock, N. & Cornford, J. (2000). Theory and practice of the virtual
university. Ariadne, 24. Retrieved November 5, 2003 from
142
Pritchard, A. L. & Jones, D. R. (1996). Global learning. Open Learning
Australia. Retrieved April 13, 2004 from http://www.ola.edu.au/paper1.htm
Retrieved March 14, 2007, from: http://bookstoread.com/etp/elearningp3model.pdf
Rosenberg, M. J. (2001). E-Learning: Strategies for Delivering Knowledge in
the Digital Age. McGraw-Hill, New York.
Sabine Graf and Beate List. (2005). An Evaluation of Open Source Elearning Platforms Stressing Adaptation Issues. Women’s Postgraduate College of
Internet Technologies Vienna University of Technology.
Salmon, G. (2000). e-Moderating: The key to teaching and learning online.
London. Kogan Page.
Shabha, G. (2000). Virtual universities in the third millennium: An
assessment of the implications of tele-working on university buildings and space
planning. Facilities, 18 (6), 233-244
Soong et al., 2001 B.M.H. Soong, H.C. Chan, B.C. Chua and K.F. Loh.
(2001). Critical success factors for on-line course resources. Computers &
Education (2), pp. 101–120.Badrul
H.Khan.
(2001.).
Web-based
training.
Educational
technology
publications.February.
Unified E-Learning Strategy. (July 2003).
Volery, T. & Lord, D. (2000). Critical success factors in online education.
The International Journal of Education Management, 14 (5), 216 – 223.
Webster, J. &Hackley, P. (1997). Teaching effectiveness in technologymediated distance learning. Academy of Management Journal, 40 (6), 1282-1309.
http://www.ariadne.ac.uk/issue24/virtual-universities/
http://kazakhstaneducation.info/
http://moodle.org
http://prosites-kazakhembus.homestead.com/042007.html
http://www.campussource.de/aktuelles/docs/icalt2005.pdf
http://www.careermantra.com/instructional-design.php
http://www.kaznu.kz/en/165/
http://www.leerbeleving.nl/wbts/1/history_of_elearning.html
http://en.wikipedia.org/wiki/PLATO_(computer_system)
http://www.innovativelearning.com/online_learning/e-learning.html)
143
http://www.nottingham.ac.uk/about/administrative/is/services/elearning.php,
http://elifescience.in/E-Learningbenifit.php,
http://www.pit-magnus.com/pitmagnus/e-learning/index.asp
144
APPENDIX A
PROJECT SCHEDULE
145
146
147
APPENDIX B
(FUNCTIONAL AND STRUCTURAL MODELING FOR THE
CURRENT SYSTEM)
148
1 Activity Diagrams
Figure B.1 System As-Is Sequence Diagram for student
149
Figure B.2 System As-Is Sequence Diagram for teacher
150
Figure B.3 System As-Is Sequence Diagram for admin to privilege users
151
2 Use case descriptions
1. Use-case description for login into system
Use Case Name: Login
ID:
1
Important Level: High
Primary Actor: Admin, Teacher, Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Admin, Teacher, Student: want to log into system
Brief Description: Description explains how users log into system
Trigger: Users will enter user name and password to log into the system
Type: External
Relationships
Association: Admin, Student, Teacher
Include: Take a part in a training course
Extend: None
Generalization: None
Normal Flow of Events:
1.
Users open the system.
2.
Users enter user name and password.
3.
System validates the user name and password and type of user.
4.
System activates all other activities’ use cases.
Sub flows: None
Alternate/Exceptional Flows:
3a. System alerts error message if there is mismatch.
2. Use-case description for viewing news for teacher and student
Use Case Name: View new
ID:
2
Important Level: Low
Primary Actor: Teacher, Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher, Student: want to view university’s news.
152
Brief Description: this description explains how Teacher and Student can view
university’s news
Trigger: After logging into the system Teacher and Student can view news
Type: External
Relationships
Association: Teacher, Student
Include: View news.
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher, Student click on the news link.
2.
Teacher, Student read news
3.
Teacher, Student leave the system.
Sub flows: None
Alternate/Exceptional Flows: None
3. Use-case description for registering subject for student
Use Case Name: Register Subject
ID:
3
Important Level: High
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to register the subject
Brief Description: this description explains how Student can register subjects
Trigger: Student registers subjects.
Type: External
Relationships
Association: Student
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Student clicks Register link.
153
2.
System outputs registration window.
3.
Student chooses or enters course id.
4.
Student inserts course data.
5.
System checks if all required fields were filled.
6.
System informs the registration was successful.
Sub flows: None
Alternate/Exceptional Flows:
5a. System alerts error messages in case some fields are empty.
5b. Student iterates step 4 until system will accept data.
4. Use-case description for viewing personal data for student
Use Case Name: View data
ID:
4
Important Level: Low
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to view personal data
Brief Description: this description explains how Student can view personal data
Trigger: After logging into the system Student can view personal data
Type: External
Relationships
Association: Student
Include: None.
Extend: None
Generalization: None
Normal Flow of Events:
1.
Student clicks on the personal data link.
2.
Student reads personal data
3.
Student leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
154
5. Use-case description for downloading course syllabus data for student
Use Case Name: Download syllabus
ID: 5
Important Level: Medium
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to download course syllabus.
Brief Description: this description explains how Student can download course
syllabus
Trigger: After logging into the system Student can download course syllabus
Type: External
Relationships
Association: Student
Include: None.
Extend: None
Generalization: None
Normal Flow of Events:
1.
Student choose course.
2.
Student downloads selected course syllabus
3.
Student leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
6. Use-case description for viewing progress and attendance grades data for
student
Use Case Name: View grades
ID:
6
Important Level: Medium
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to view personal progress and attendance
grades.
Brief Description: this description explains how Student can view progress and
attendance grades
Trigger: After logging into the system Student can view personal progress data
155
Type: External
Relationships
Association: Student
Include: None.
Extend: None
Generalization: None
Normal Flow of Events:
1.
Student clicks on the progress and attendance report link.
2.
Student views personal progress and attendance grades
3.
Student leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
7. Use-case description for viewing registered subjects for student
Use Case Name: View registered
ID:
7
Important Level: Medium
subjects
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to view registered subjects
Brief Description: this description explains how Student can view registered subjects
Trigger: After logging into the system Student can view registered subjects
Type: External
Relationships
Association: Student
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Student clicks on the “registered subjects” link.
2.
Student views registered subjects
156
3.
Student leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
8. Use-case description for viewing address book for teacher
Use Case Name: View address book
ID:
8
Important Level: Medium
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to view address book.
Brief Description: this description explains how Teacher can view address book and
edit it
Trigger: After logging into the system Teacher can view address book
Type: External
Relationships
Association: Teacher
Include: None Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher clicks on the “Address book” link.
2.
Teacher views all contacts
3.
Teacher enters contact details if necessary
4.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
9. Use-case description for viewing academic calendar for teacher
Use Case Name: View academic
ID:
9
Important Level: Medium
calendar
Primary Actor: Teacher
Use Case Type: Detail; Essential
157
Stakeholders and Interest: Teacher: want to view academic calendar.
Brief Description: this description explains how Teacher can view academic calendar
Trigger: After logging into the system Teacher can view academic calendar
Type: External
Relationships
Association: Teacher
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher clicks on the “Academic calendar” link.
2.
Teacher views schedule, courses
3.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
10. Use-case description for uploading course syllabuses for teacher
Use Case Name: Upload course syllabus
ID:
10
Important Level: High
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to upload course syllabus.
Brief Description: this description explains how Teacher can upload course
syllabuses
Trigger: After logging into the system Teacher can upload course syllabus
Type: External
Relationships
Association: Teacher
Include: view all materials
Extend: None
Generalization: None
158
Normal Flow of Events:
1.
Teacher clicks on the “Upload course syllabus” link.
2.
Teacher uploads course material
3.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows:
1a Teacher executes “View all materials” use case to see already uploaded courses
1b Teacher executes “Delete syllabus” use case to delete some materials
2a If teacher did not choose any files to upload system will give two suggestions: 1
to leave system 2 upload files again
11. Use-case description for viewing course syllabuses for teacher
Use Case Name: View materials
ID:
11
Important Level: Low
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to view all course materials.
Brief Description: this description explains how Teacher can view already existed
course materials
Trigger: After logging into the system Teacher can view course materials
Type: External
Relationships
Association: Teacher
Include: Upload course materials
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher clicks on the “View course materials” link.
2.
Teacher views all materials
3.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
159
12. Use-case description for deleting course materials for teacher
Use Case Name: Delete materials
ID:
12
Important Level: Medium
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to delete course materials.
Brief Description: this description explains how Teacher can delete already existed
course materials
Trigger: After logging into the system Teacher can delete course materials
Type: External
Relationships
Association: Teacher
Include: View course materials
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher executes “View course materials” use case.
2.
Teacher chooses material
3.
Teacher deletes material
4.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
13. Use-case description for evaluating student’s progress and attendance for
teacher
Use Case Name: Evaluate student
ID:
13
Important Level: Medium
progress and attendance
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to evaluate student progress and
attendance.
160
Brief Description: this description explains how Teacher can assess student progress
and attendance to the course
Trigger: After logging into the system Teacher can evaluate student progress and
attendance
Type: External
Relationships
Association: Teacher
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher clicks “Assessment” link.
2.
Teacher chooses course ID
3.
Teacher chooses student’s group
4.
Teacher assess grades for progress and attendance
5.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows:
4a Teacher may view students progress and attendance grades
14. Use-case description for creating course for teacher and admin
Use Case Name: Create course
ID:
14
Important Level: Medium
Primary Actor: Teacher, Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher, Admin: want to create course
Brief Description: this description explains how Teacher, Admin can create course
Trigger: After logging into the system Teacher, Admin can create new course
Type: External
Relationships
Association: Teacher, Admin
161
Include: View course, delete course
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher, Admin clicks “Add course” link.
2.
Teacher, Admin enters course data
3.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows:
2a If users want to see already registered courses they may execute “view course”
use case
2b If users want to delete courses the may execute “delete course” use case
15. Use-case description for viewing courses for teacher and admin
Use Case Name: View course
ID:
15
Important Level: Low
Primary Actor: Teacher, admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher, Admin: want to view all existing courses.
Brief Description: this description explains how Teacher and admin can view already
existed courses
Trigger: After logging into the system Teacher and admin can view all courses
Type: External
Relationships
Association: Teacher, Admin
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher, Admin click on the “View course” link.
2.
Teacher, Admin views all courses
3.
Teacher leaves the system.
162
Sub flows: None
Alternate/Exceptional Flows: None
16. Use-case description for registering user for admin
Use Case Name: Register user
ID:
17
Important Level: High
Primary Actor: Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Admin: want to register user to the system
Brief Description: this description explains how admin can register user to the
system.
Trigger: Admin registers users to give them opportunity to enter the system.
Type: External
Relationships
Association: Admin
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Admin clicks Register users link.
2.
System outputs registration window.
3.
Admin inserts users’ personal data.
4.
System checks if all required fields were filled.
5.
System informs the registration was successful.
6.
Admin executes Login use case.
Sub flows: None
Alternate/Exceptional Flows:
4a. System alerts error messages in case some fields are empty.
4b. Admin iterates step 4 until system will accept data.
163
17. Use-case description for deleting course for Teacher and Admin
Use Case Name: Delete course
ID:
16
Important Level: Medium
Primary Actor: Teacher, Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher, Admin: want to delete course
Brief Description: this description explains how Teacher, Admin can delete already
existed course
Trigger: After logging into the system Teacher and Admin can delete course
Type: External
Relationships
Association: Teacher, Admin
Include: Upload course
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher, Admin execute “View course” use case.
2.
Teacher, Admin choose course
3.
Teacher, Admin delete course
4.
Teacher, Admin leave the system.
Sub flows: None
Alternate/Exceptional Flows:
3a Teacher can delete only the course that has been created by him/her
18. Use-case description for giving priorities to user for admin
Use Case Name: Assign privileges
ID:
18
Important Level: High
Primary Actor: Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Admin: want to give priorities to user
Brief Description: this description explains how admin assigns privileges between
164
users
Trigger: Admin assigns privileges to users
Type: External
Relationships
Association: Admin
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Admin chooses user.
2.
Admin assigns user privileges.
3.
System checks if all required fields were filled.
4.
System informs the privileges assigned successfully.
5.
Admin executes Login use case.
Sub flows: None
Alternate/Exceptional Flows:
3a. System alerts error messages in case some fields are empty.
3b. Admin iterates step 3 until system will accept data.
19. Use-case description for browsing db for admin
Use Case Name: Browse db
ID: 19
Important Level: High
Primary Actor: Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Admin: want to browse database
Brief Description: this description explains how admin can browse database
Trigger: After logging into the system Admin can browse database
Type: External
Relationships
Association: Admin
Include: View data; Edit data.
Extend: None
165
Generalization: None
Normal Flow of Events:
1.
Admin executes view data use case.
2.
Admin executes edit data use case.
3.
Admin leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
20. Use-case description for editing data in db for admin
Use Case Name: Edit data
ID:
20
Important Level: High
Primary Actor: Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Admin: want to edit data
Brief Description: this description explains how admin can edit data.
Trigger: Admin can edit data: insert, update or delete.
Type: External
Relationships
Association: Admin
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1.
Admin browse the database of cars.
2.
Admin chooses whether to insert, to update, to delete data.
If Admin wants to insert new data.
S1: Insert data sub flow is performed.
If Admin wants to update data.
S2: Update data sub flow is performed.
If Admin wants to delete data.
S3: Delete data sub flow is performed.
3.
Admin can leave the system
166
Sub flows:
S1: Insert data sub flow
1.
Admin inserts data directly to database.
S2: Update data sub flow
1.
Admin makes changes in new window
2.
Admin confirms saving of changes.
S3: Delete data sub flow
1.
Admin deletes data from database directly.
Alternate/Exceptional Flows:
3a. Admin executes Browse db use case
21. Use-case description for viewing data in db for admin
Use Case Name: View data
ID: 21
Important Level: High
Primary Actor: Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Admin: want to check all data in db.
Brief Description: this description explains how admin can check or view data in db
Trigger: Admin checks and views data
Type: External
Relationships
Association: Admin
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1
Admin execute “View db” use case.
2
Admin choose data
3
Admin checks data
4
Admin leaves the system.
Alternate/Exceptional Flows: No
167
3 Use Case Diagram
Figure B.4 System As-Is Use Case Diagram
168
4 Sequence Diagrams
Figure B.5 Sequence Diagram for Admin
169
Figure B.6 Sequence Diagram for Student
Figure B.7 Sequence Diagram for Teacher
170
APPENDIX C
(FUNCTIONAL AND STUCTURAL MODELING FOR THE
PROPOSED SYSTEM)
171
Functional modeling
1. Activity Diagrams
172
Figure C.0 System To-Be Sequence Diagram for Admin
Figure C.1 System To-Be Sequence Diagram for Student
173
Figure C.2 System To-Be Sequence Diagram for Teacher
174
Figure C.3 System To-Be Sequence Diagram for Coordinator
175
2. Use Case Descriptions
1. Use-case description for Login
Use Case Name: Login
ID:
1
Important Level: High
Primary Actor: Admin, Teacher, Student, Use Case Type: Detail; Essential
Coordinator
Stakeholders and Interest: Admin, Teacher, Student: want to log into system
Brief Description: Description explains how users log into system
Trigger: Users will enter user name and password to log into the system
Type: External
Relationships
Association: Admin, Teacher, Coordinator, Student
Include: Taking part in a training courses
Extend: None
Generalization: None
Normal Flow of Events:
1.
Users open the system.
2.
Users enter user name and password.
3.
System validates the user name and password and type of user.
4.
System activates all other activities’ use cases.
Sub flows: None
Alternate/Exceptional Flows:
3a. System alerts error message if there is mismatch.
3b. System provides user with Password Assistance feature
3c. User can get its password to the valid e-mail
3d. User iterates step 2,3 until login and password will be entered correct
176
2. Use-case description for setting user privileges
Use Case Name: User privileges
ID:
2
Important Level: High
Primary Actor: Admin
Use Case Type: Detail; Essential
Stakeholders and Interest: Admin wants to assign the priorities between users
Brief Description: Description explains how admin assigns privileges to users
Trigger: Admin assigns privileges to users
Type: External
Relationships
Association: Admin
Include: Modify user privileges
Extend: None
Generalization: None
Normal Flow of Events:
1
Admin logs the system.
2
Admin chooses user.
3
Admin assign privileges to user.
4
Admin lefts system.
Sub flows: None
Alternate/Exceptional Flows: None
3. Use-case description for enrolling to the course for student
Use Case Name: Student enrollment
ID:
3
Important Level: High
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to enroll to the system
Brief Description: this description explains how student can enroll to the system
Trigger: Student enrolls to the system.
Type: External
Relationships
177
Association: Student
Include: Taking part in training
Extend: None
Generalization: None
Normal Flow of Events:
1
Student clicks Enrollment link.
2
System outputs registration window.
3
Student inserts personal data.
4
System checks if all required fields were filled.
5
System informs enrollment was successful.
Sub flows: None
Alternate/Exceptional Flows:
4a. System alerts error messages in case some fields are empty.
4b. Student iterates step 4 until system will accept data.
4. Use-case description for viewing courses for student
Use Case Name: View courses
ID:
4
Important Level: Medium
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to view existing courses.
Brief Description: this description explains how Student can view courses
Trigger: After logging into the system Student can view courses
Type: External
Relationships
Association: Student
Include: Taking part in training
Extend: None
Generalization: None
Normal Flow of Events:
1
Student clicks on the “Courses” link.
2
Student views all available courses
178
3
Student executes register course use case
4
Student leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
5. Use-case description for registering course for student
Use Case Name: Register course
ID:
5
Important Level: High
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to register the course
Brief Description: this description explains how student can register the course
Trigger: Student registers course.
Type: External
Relationships
Association: Student
Include: Taking a part in training
Extend: None
Generalization: None
Normal Flow of Events:
1.
Student clicks Register Course link.
2.
System outputs registration window.
3.
Student chooses or enters course id.
4.
Student inserts course data.
5.
System checks if all required fields were filled.
6.
System informs the registration was successful.
Sub flows: None
Alternate/Exceptional Flows:
5a. System alerts error messages in case some fields are empty.
5b. Student iterates step 5 until system will accept data.
179
6. Use-case description for viewing academic calendar for teacher and student
Use Case Name: View academic
ID:
6
Important Level: Medium
calendar
Primary Actor: Teacher, Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher, Student: want to view academic calendar
Brief Description: this description explains how Teacher and Student can view
academic calendar
Trigger: After logging into the system Teacher and Student can view Academic
calendar
Type: External
Relationships
Association: Teacher, Student
Include: Take a part in a training
Extend: None
Generalization: None
Normal Flow of Events:
1
Teacher, Student click on the “Academic calendar” link.
2
Teacher, Student view courses, schedules
3
Teacher, Student leave the system.
Sub flows: None
Alternate/Exceptional Flows: None
7. Use-case description for using interactive discussion for student
Use Case Name: Interactive discussion
ID:
7
Important Level: Medium
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to take a part in interactive discussion
Brief Description: this description explains how Student can take a part in interactive
discussion
180
Trigger: After logging into the system Student can take a part in interactive
discussion
Type: External
Relationships
Association: Student
Include: Take a part in a training
Extend: None
Generalization: None
Normal Flow of Events:
1.
Student chooses course
2.
Student views all available interactive discussions
3.
Student takes a part in interactive discussion
4.
Student leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
8. Use-case description for viewing progress and attendance grades data for
student
Use Case Name: View grades
ID:
8
Important Level: Medium
Primary Actor: Student
Use Case Type: Detail; Essential
Stakeholders and Interest: Student: want to view personal progress and attendance
grades.
Brief Description: this description explains how Student can view progress and
attendance grades
Trigger: After logging into the system Student can view personal progress data
Type: External
Relationships
Association: Student
Include: Take a part in a training.
Extend: None
181
Generalization: None
Normal Flow of Events:
1
Student clicks on the progress and attendance report link.
2
Student views personal progress and attendance grades
3
Student leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
9. Use-case description for downloading/uploading course materials for student
and teacher
Use Case Name: Download / Upload
ID: 9
Important Level: Medium
materials
Primary Actor: Student, Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Student, Teacher: want to download/upload course
materials.
Brief Description: this description explains how Student and Teacher can download
or upload course materials, assignments
Trigger: After logging into the system Student and Teacher can download/upload
course materials
Type: External
Relationships
Association: Student
Include: Take a part in training, create course.
Extend: None
Generalization: None
Normal Flow of Events:
1
Student, Teacher choose course.
2
Student, Teacher download or upload selected course syllabus or assignment
3
Student, Teacher leave the system.
Sub flows: None
182
Alternate/Exceptional Flows: None
10. Use-case description for creating course content for teacher and coordinator
Use Case Name: Create content
ID:
10
Important Level: High
Primary Actor: Teacher, Coordinator
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher, Coordinator: want to create course syllabus.
Brief Description: this description explains how Teacher and Coordinator create
course content
Trigger: After logging into the system Teacher and Coordinator can upload course
syllabus
Type: External
Relationships
Association: Teacher
Include: Develop learning content
Extend: None
Generalization: None
Normal Flow of Events:
1
Teacher, Coordinator click on the “Create course content” link.
2
Teacher, Coordinator enter data into system
3
Teacher, Coordinator upload course material
4
System checks required fields
5
System informs content created was successfully.
6
Teacher, Coordinator leave the system.
Sub flows: None
Alternate/Exceptional Flows:
4a. System alerts error messages in case some fields are empty.
4b. Teacher, Coordinator iterates step 4 until system will accept data.
183
11. Use-case description for utilizing course content for teacher
Use Case Name: Utilize content
ID:
11
Important Level: High
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to utilize course content.
Brief Description: this description explains how Teacher utilizes course content
Trigger: After logging into the system Teacher utilizes course content
Type: External
Relationships
Association: Teacher
Include: Develop learning content
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher chooses course.
2.
Teacher chooses tools for utilizing course content
3.
Teacher executes content update and collaborate use case
4.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
12. Use-case description for updating and collaborating course content for
teacher
Use Case Name: Update content
ID:
12
Important Level: High
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to update and collaborate course content.
Brief Description: this description explains how Teacher updates and collaborates
course content
184
Trigger: After logging into the system Teacher updates course content
Type: External
Relationships
Association: Teacher
Include: Develop learning content
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher chooses course.
2.
Teacher updates course content
3.
Teacher sends messages about new course content to students
4.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
13. Use-case description for creating course for teacher
Use Case Name: Create course
ID:
13
Important Level: Medium
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to create course
Brief Description: this description explains how Teacher can create course
Trigger: After logging into the system Teacher can create new course
Type: External
Relationships
Association: Teacher
Include: Create course
Extend: None
Generalization: None
Normal Flow of Events:
1
Teacher clicks “Add course” link.
2
Teacher enters course data
185
3
System checks all required fields
4
System informs process success
5
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows:
3a System alerts error message in case some fields are empty.
3b User iterates steps 2 to 3, until system will accept data
14. Use-case description for creating interactive discussions for teacher
Use Case Name: Create course
ID:
14
Important Level: Medium
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to create interactive discussions
Brief Description: this description explains how Teacher can create interactive
discussions
Trigger: After logging into the system Teacher can create interactive discussions
Type: External
Relationships
Association: Teacher
Include: Create course
Extend: None
Generalization: None
Normal Flow of Events:
1.
Teacher chooses course.
2.
Teacher chooses interactive discussion tools
3.
System checks all required fields
4.
System informs process success
5.
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows:
3a System alerts error message in case some fields are empty.
186
3b User iterates steps 2 to 3, until system will accept data
15. Use-case description for evaluating student’s progress and attendance for
teacher
Use Case Name: Evaluate progress
ID:
15
Important Level: Medium
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to evaluate student progress and
attendance.
Brief Description: this description explains how Teacher can assess student progress
and attendance to the course
Trigger: After logging into the system Teacher can evaluate student progress and
attendance
Type: External
Relationships
Association: Teacher
Include: Create course
Extend: None
Generalization: None
Normal Flow of Events:
1
Teacher clicks “Assessment” link.
2
Teacher chooses course ID
3
Teacher chooses student’s group
4
Teacher assess grades for progress and attendance
5
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows:
4a Teacher may view students progress and attendance grades
16. Use-case description for viewing address book for teacher
Use Case Name: View address book
ID:
16
Important Level: Medium
187
Primary Actor: Teacher
Use Case Type: Detail; Essential
Stakeholders and Interest: Teacher: want to view address book.
Brief Description: this description explains how Teacher can view address book and
edit it
Trigger: After logging into the system Teacher can view address book
Type: External
Relationships
Association: Teacher
Include: None
Extend: None
Generalization: None
Normal Flow of Events:
1
Teacher clicks on the “Address book” link.
2
Teacher views all contacts
3
Teacher enters contact details if necessary
4
Teacher leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
17. Use-case description for creating course curriculum
Use Case Name: Create curriculum
ID:
17
Important Level: Medium
Primary Actor: Coordinator
Use Case Type: Detail; Essential
Stakeholders and Interest: Coordinator: want to create course curriculum
Brief Description: this description explains how Coordinator can create course
curriculum
Trigger: After logging into the system Coordinator can create course curriculum
Type: External
Relationships
Association: Coordinator
188
Include: Create and manage course
Extend: None
Generalization: None
Normal Flow of Events:
1.
Coordinator chooses course.
2.
Coordinator upload file
3.
System checks all required fields
4.
System informs process success
5.
Coordinator leaves the system.
Sub flows: None
Alternate/Exceptional Flows:
3a System alerts error message in case some fields are empty.
3b User iterates steps 2 to 3, until system will accept data
18. Use-case description for inspect leaner’s activities
Use Case Name: Inspect activities
ID:
18
Important Level: Medium
Primary Actor: Coordinator
Use Case Type: Detail; Essential
Stakeholders and Interest: Coordinator: want to check learning tools, materials
Brief Description: this description explains how Coordinator can inspect and check
learning course materials
Trigger: After logging into the system Coordinator can inspect learner activities
Type: External
Relationships
Association: Coordinator
Include: Create and manage course
Extend: None
Generalization: None
Normal Flow of Events:
1.
Coordinator chooses course.
2.
Coordinator views all activities
189
3.
Coordinator leaves the system.
Sub flows: None
Alternate/Exceptional Flows: None
3. Use Case Diagrams
Figure C.4 General Use Case Diagram
190
Figure C.5 Use Case diagram detailed for the system administrator
Figure C.6 Use Case diagram detailed for student
191
Figure C.7 Use Case diagram detailed for teacher
192
Figure C.8 Use Case diagram detailed for coordinator
Structural modeling
1.
Data model. Class Responsibility- Collaboration Cards (CRC Cards)
Front
Class Name : Employee
ID : 1
Type : Concrete, Domain
Description : An employee of Kazakh National
Associated Use Case :
University
Responsibilities
Collaborators
193
Interact with the system as user by entry
data, update user accounts and update
Admin, teacher, coordinator
student data.
Attributes
eId (Integer)
eName (string)
eSirname (string)
eAddress (string)
ePhone (string)
eGender (string)
eFaculty (string)
eRole (string)
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Admin, Teacher, Coordinator
Other Associations :
Front
Class Name : Admin
ID : 2
Type : Concrete, Domain
Description : An employee and responsible to the system Associated Use Case : 1
Responsibilities
Delete user, update data, print
certificates and create user account
Attributes
Relationship
Collaborators
Teacher, coordinator
194
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Teacher
ID : 3
Type : Concrete, Domain
Description : Academic staff, for teaching and
Associated Use Case : 1
conducting researches and consultancy.
Responsibilities
Collaborators
Setting learning content
Marking progress
Admin, coordinator
Entry data into system
Attributes
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Coordinator
ID : 4
Type : Concrete, Domain
Description : Academic staff, for managing course
Associated Use Case : 1
content and managing students’ progress
Responsibilities
Collaborators
Checking learning content
Creating progress reports
Entry data into system
Admin, teacher
195
Attributes
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Faculty
ID : 5
Description : Kazakh National University’s faculty
Responsibilities
Type : Concrete, Domain
Associated Use Case : 1,6
Collaborators
Offers courses , researches and
consultancies
Attributes
fID (integer)
fName (string)
fDecan (string)
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Faculty
ID : 5
Type : Concrete,
Domain
Associated Use
Description : Kazakh National University’s faculty
Case : 1, 6
196
Responsibilities
Collaborators
Offers courses , researches and consultancies
Attributes
fID (integer)
fName (string)
fDecan (string)
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Student
ID : 6
Type : Concrete,
Domain
Description : Detail student information and interact with
Associated Use Case :
system
5, 7
Responsibilities
Takes part in training course
Attributes
sID (integer)
sName (string)
sAddress (string)
sPhone (string)
sCourse (string)
sSemester (string)
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Collaborators
197
ID : 8
Class Name : Section
Description : If a course exceeds 30 students, should be
put into sections.
Responsibilities
Type : Concrete, Domain
Associated Use Case : 7
Collaborators
Attributes
ID (integer)
Name (string)
studNum (integer)
SemNum (integer)
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Semester
ID : 9
Description : in one year two semester
Responsibilities
Attributes
semID (integer)
semNum (integer)
SemYear (date)
Relationship
Generalization (a-kind-of) :
Type : Concrete, Domain
Associated Use Case : 7,10
Collaborators
198
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Training
ID : 10
Type : Concrete, Domain
Associated Use Case : 9,11
Description : Learning processes
Responsibilities
Collaborators
Offer students with learning tools
(tests, quizzes, assignments,
discussions)
Attributes
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
Front
Class Name : Progress/
attendance report
ID : 11
Type : Concrete, Domain
Description : Details document for student
achievement per
Associated Use Case : 10
semester.
Responsibilities
Generalization (a-kind-of): Aggregation (has-parts): -
Collaborators
199
Other associations: semester
Attributes
ReportId (integer)
reportNumber (integer)
courseId(integer)
fId(integer)
grade(string)
date(date)
Relationship
Generalization (a-kind-of) :
Aggregation (has-parts) :
Other Associations :
2. Class Diagrams
Figure C.9 Class diagram
200
3. Sequence Diagrams
Figure C.10 Sequence diagram for administrator
201
Figure C.11 Sequence diagram for coordinator
Figure C.12 Sequence diagram for student
202
Figure C.13 Sequence diagram for teacher
4. State Chart Diagrams
Figure C.14 State Chart Diagram for Administrative mode
203
Figure C.15 State Chart Diagram for Student mode
Figure C.16 State Chart Diagram for Student mode
204
Figure C.17 State Chart Diagram for Coordinator mode
205
APPENDIX D
(DATABASE STRUCTURE)
206
1. System’s roles tables
Table D.1: Role tables descriptions
Table
role
Description
defines a role, its name, etc. Other parts of the role
definition are stored in the role_capabilities and
role_context_levels tables.
capabilites
the various permissions that can be granted.
207
context
a context is a scope in Moodle, for example the whole
system, a course, a particular activity. The type is
given by contextlevel, and depending on context level,
instanceid points to one of a number of different tables.
role_allow_assign
which roles can assign which other roles
role_allow_override
which roles can override which other roles
role_assignments
which users are assigned which roles in which contexts
role_capabilities
the permission for each capability in either a role
definition (if contextid points to the system context) or
a role override (if contextid points to some other
context)
role_names
used to implement the feature where roles can be given
different names in different courses (or, more
gererally, contexts)
208
2. Quiz setting and runtime overview
209
3. Quiz report tables overview
210
4. Question database structure
211
5.
Groups and grouping database structure
course
•
groupingid - default grouping used in course (new activities, etc.)
course_modules
•
groupingid - grouping used in activity
•
groupmembersonly - limit access to and visibility of activity based on
group membership - if user is not member of at least one group in grouping, the
activity is invisible for them; this needs a new shared option in
course/moodleform_mod.php
212
APPENDIX E
(CURRENT SYSTEM QUESTIONNAIRE)
213
Educational domain
Table E.0: Students’ answers regarding educational domain
#
Question
Agree
Agree to
some
extend
1
The content of the course is accurate and clear
2
The course content is regularly updated
3
“INTRANET” provides all the materials that are
necessary for the study
4
Materials presented in the “Intranet” are helpful
5
If existing system in KazNU will have more
opportunities for learning you will use them, and it
will motivates you to study harder
6
Do you wish to use learning & teaching methods
(forums, tests, quizzes, discussions) during the
study
7
Do you consider that sitting in front of the
computer is more challenging than learning in the
traditional classroom
Disagree
214
Technological domain
Table E.1: Students’ answers regarding technological domain
#
Question
Agree
Agree to
some
extend
8
Accessing to the “Intranet” system is very
easy
9
University should provide briefings and
orientation
program
for
explaining
technical issues before starting the course
10
The registration instruction given to you
have been adequate for you to complete the
registration
11
The “Intranet” system was available all the
time when you needed to access it
12
“Intranet” doesn’t require high computer
characteristics
13
The hardware requirements illustrated at
the “Intranet” web site
14
Do you think discussions and video
conferencing lectures is a good way of
providing educational materials
15
Web site has a links to the necessary
software programs for courses
16
How do you communicate with the
teacher?
17
“Intranet” has attractive interface
18
Course materials well organized and easily
to navigate
Disagree
215
19
The search engine within the “Intranet” is
meeting your requirements
20
The login procedure in “Intranet” is simple
There were two more open questions related to technological domain:
1.
What kind of technological devises could be included in “Intranet”
system?
2.
What would you change in the current design of “Intranet” interface?
216
APPENDIX F
(SYSTEM USER ACCEPTANCE QUESTIONNAIRE)
217
Questionnaire
System Name: e-learning at Kazakh National University
Company name: Kazakh National University
Total Respondent:
10
System Performance Rating: Disagree 1 2 3 4 5 Agree N/A
218
219
220
APPENDIX G
(USER MANUAL)
221
Student moodle user manual
Contents of the Student Manual
1. Registering to the course
2. Logging in to Moodle
3. My courses
4. Editing your profile
5. Moodle tools
6. Help in Moodle
1. Registering to the course. Student usually automatically enrolled to the
courses by admin. If student wants to enroll to the course that he isn’t enrolled in this
case he has to just click to the course and click button “enroll to this course”. Some
courses have enrolment key. The teacher or the course administrator sets course
enrolment key.
Figure G.0 Enrolment key
2. Logging in to Moodle. Choose the Login-block at the left side of the front
page. Enter your username and password.
222
Figure G.1 Login
If user wants to change the password or password is forgotten user should go
to the link “lost password” and type the user name or email, in order to create new
password.
Figure G.2 Recovering password
223
3. My courses. After login, user can always see your personal MyCoursespage. At the right section of the web site there is a list of all the courses user has
enrolled. User can access to the courses just by clicking them.
Figure G.3 Student enrolled courses
4. Editing your user profile. In order to change user profile, user should go
Administration block profile edit profile.
Figure G.4 Edit profile
*- required fields
224
5. Moodle tools. Courses’ task in Moodle can be delivered in many types of
activities, such as: forum, chat, assignments, quizzes, surveys, etc.
Assignments. There four types of assignments:
1. Offline assignment, the teacher will give the task, and the student will
complete it without submitting the work in the moodle.
2. Online assignment same with offline, the difference is that student should
respond in online text box:
Figure G.5 Submission
3. Upload a single file assignment, teacher will give direction, and student will upload
their file within the moodle assignment tool.
4. Advanced Uploading of Files assignment provides multiple files attachment.
225
6. Help for problem cases in Moodle. If you have problems with course
contents (enrolment key, materials, activities, exams, instructions, course criteria,
schedule, etc.) contact first your teacher. Each teacher is responsible for his/her own
courses.
Teachers moodle user manual
Contents of the Teacher Manual:
1.
Getting started
2.
Course settings
3.
Uploading files
4.
Setting up activities
5.
Further information
1 Getting started. This section provides teachers’ site administrator. First of
all teacher has logged in to his/her course using teacher account.
Tips to get started:
- the edit icon let to edit whatever it is next to.
- the help icon will provide with a popup help window
- the open-eye icon will let to hide something from students
- the closed-eye icon will make a hidden item available
226
2 Course settings. Course setting is adjustable on Administration block. On
this block teacher is able to turn on learning activities, create students role and list,
view students’ grades, create groups for activities, Backup/restore course, view
course report (users’ login, statistic), add/delete resources, and edit profile.
Figure G.6 Administration block
3 Uploading files. Teacher is able to add to his/her course some contents,
such as web pages, audio files, video files, word documents, or flash animations.
Any type of file that exists can be uploaded into course. Teacher can move, rename,
edit or delete that files.
In order to add file teacher should go through next steps: choose course click administration block click files upload file.
227
Figure G.7 Upload files
This interface is only available to teachers - it is not accessible by students.
Files that have been added as resources of the course will be available to students. As
you can see in the screenshot, files are listed alongside subdirectories. You can create
any number of subdirectories to organise your files and move your files from one to
the other.
4 Setting up activities. For purpose of adding assignments, forums, quizzes,
and other activities to the course teacher should turn on editing option. It is can be
d0ne in two ways: 1. Click on the administration block choose “trun editing on”;
2. On the top right side click on the “turn editing on” button.
228
Figure G.8 Turn editing on
This step enables activate activities for the courses. Teacher has quit many
types of activities, figure F.9. To add a new activity, teacher should go to the week or
topic or section of the screen and select the type of activity.
Figure G.9 Activities
229
Assignment. Teacher can set tasks with a due dates and maximum grades.
Students will upload the file in order to get marks for assignments. Teacher is able to
receive notification to email about submitted assignments.
After grading
assignments (about half an hour duration time) students will automatically receive
email notification.
Forum. This is an online discussion site. Students in this module should
discuss given task. Teacher may add a new forum in different types - a simple singletopic discussion, a free-for-all general forum, or a one-discussion-thread-per-user.
Journal. In this module teacher can create one open-ended question as a
guide for students’ work.
Resource. Resources are the content of the course that has been added by
teacher. All the resources are available for students.
Quiz. This module allows teacher to set quiz tests, consisting of multiple
choice, true-false, and short answer questions. Teacher may allow multiple attempts
to quizzes. This module includes grading facilities.
Survey. This module provides evaluation of the class.
5 Further information. After adding course activities teacher can move
them up and down in the course layout by clicking
activities teacher should
icons. In order to delete
icon, and re-edit them by using the edit icon
.
230
If there are any particular problems with web site, user should contact to local
site administrator.
Course creator manual
Add/edit course. In order to add new course or edit existing one creator
should go to the administration block and choose “courses link”. Select course
category and create there a new course or edit it.
Figure G.10 Courses
231
Figure G.11 Course editting
Reports. Course creator is able to view reports on course logs, and statistic.
For purpose of viewing that repots creator should go to the administration block click statistics:
Figure G.12 Statistics
232
APPENDIX H
(TECHNICAL DOCUMENTATION)
233
Installing XAMPP
1. Download xampp from
http://www.apachefriends.org/en/xampp.html
2. By downloaded new version of XAMPP 1.7.3 will include:
•
Apache 2.2.14 (IPv6 enabled) + OpenSSL 0.9.8l
•
MySQL 5.1.41 + PBXT engine
•
PHP 5.3.1
•
phpMyAdmin 3.2.4
•
Perl 5.10.1
•
FileZilla FTP Server 0.9.33
•
Mercury Mail Transport System 4.72
3. Using the self-extracting archive is the easiest way to install XAMPP.
Start the EXE file, choose a directory and click on "Install". Developers recommend
to use alternate folder for XAMPP "C:\xampp" or "C:\meinverzeichnis\xampp".
Figure H.0 XAMPP self-extracting archive
234
4. Now open "XAMPP Control Panel" for additional tasks.
Figure H.1 "XAMPP Control Panel"
5. Now it is time to start Apcha and MySQL.
Installing Moodle
1. Download moodle from http://download.moodle.org/windows/
2. Extract files in C:\xampp\htdocs\moodle
3. Start your web browser and type http://localhost/moodle
4. The initial install page will be displayed after you type "localhost".
235
Figure H.2 Install page
5. Create database “moodle” and set password
Figure H.3 Database configuration
6. Moodle automatically will check installed server:
236
Figure H.4 Server Checking
7. Choose language:
Figure H.5 Setting language
8. Confirm configuration:
Figure H.6 Confirmation config.php
237
9. Moodle copyright and agreement
Figure H.7 GPL license
Installing KazNU e-l system
• Log into your Moodle installation as an administrator.
• Access Administration > Front Page > Site files.
• Upload the backup file moodle_kaznu.To begin this process , click on
Restore in the Administration block of your course
• Follow the restore link opposite the backup file.
• Follow the instructions provided, selecting the option to restore to a new
course.
• Type on your web browser: http://localhost/moodle_kaznu
238
Figure H.8 Front page of e-learning system for KazNU