Παρακάτω παραθέτουμε ένα άρθρο του καθηγητή των μεταπτυχιακών τμημάτων του Ελληνοβρετανικού Κολλεγίου Δρ. Μ. Ευρυπιώτη, το οποίο δημοσιεύτηκε στο Global Education Journal, Volume 2007, Issue 2, USA.

LEARNING MANAGEMENT SYSTEMS:

A NEW ERA IN E-LEARNING

Assistant Professor, Hellenic Open University, School of Social Sciences, Postgraduate Course in Business Administration (MBA)

1. INTRODUCTION

The spread of new information and communication technologies in almost all aspects signals the upcoming era of knowledge. At the same time, it underlines the need for management and dissemination of information to the right place and at the right time.

The educational system (Mihiotis et al., 2006), both in the public and the private sector, faces a need to meet the new challenges created in the era of modern economy and globalization. For this, the incorporation of brand new mechanisms is necessary, which meet the needs for continuous learning and professional training (http://www.eap.gr/programmes/mba.htm).

Traditional teaching methods cannot meet the modern lifestyle. Never in the past has the lack of free time been more evident. Modern man stands between significant lack of time and the inelastic need to expand his knowledge.

Distance learning (Gamas et al., 2003) is a form of free learning, in which the instructor and the learners need not be physically present at the same place. The instructor can communicate with the learners using a synchronous or asynchronous means of two-way communication, or a combination of the two.

The launching of the Internet (Bouras and Kapoulas, 2001), as well as, the creation of new technologies around it provide great possibilities towards the reformation of the educational system. Internet becomes a synchronous or asynchronous means of communication, supporting the development of distance learning. The main advantages of the Internet (in combination with new technologies) are:

o Access to abundant information resources

o Searching flexibility and provision of education material

o Use of synchronous or asynchronous communication

o Attracting independent human beings regardless of their financial, social and cultural status, place of residence, language etc.

o Lower costs for learners and learning institutions

Internet infrastructure has been designed in order to enable the exchange of information all over the world and between all types of computers, regardless of their architecture and operating system. These tools have been designed to provide simple usage and are user-friendly, thus more attractive for learning community users.

2. DESCRIPTION OF LEARNING MANAGEMENT SYSTEMS

The conjunction of technology and education (Bates, 1995) tends to replace the traditional classroom, by incorporating new techniques, such as those described below:

· Web Based Training. This training method, also known as “asynchronous” requires that the education material has been designed in the form of a web page, so that the learners may access it through the Internet at any time during the day.

· Video Conferencing (on line training). This training method, also known as “synchronous” requires that the instructor and the learners communicate in real-time through a special tele-conferencing system, thus creating a virtual classroom. In this case, the instructor acts as moderator, while the learners can see him/ her and listen through their computers, while they can also speak and communicate with the rest of the team.

· Multimedia CD-Roms. This training method requires that the education material has been recorded in CD-Roms, which are distributed to all participants. This learning method using CD-Roms is categorized in the asynchronous learning methods.

The aim of LMS is to manage all the above training methods (Burell, 1997, Ubon and Kimble, 2002).

The functions covered by LMS are the following:

· Planning and structure of modules

· Learner registration to their modules of interest

· Simulation of the learning process

· Conduct of examinations, as well as assessment and certification of the learners

· System for exporting statistical data on the learning process

Lesson planning offers the possibility to define specific parameters for every module, such as:

· Prerequisite modules

· Maximum number of repetitions

· Timeline for completion

· Desired education material for each module

· Exercises that need to be completed on-line by learners

· Tests in which learners are expected to succeed in order to obtain certification on their knowledge

More specifically, in terms of the education material, it can be designed by the knowledge management system, in order to ensure automated management of the learning content. Moreover, LMS are designed based on the AICC standard (Aviation Industry CBT Committee), which ensures their inter-functionality with educational content developed by third parties.

The sub-system responsible for learner registration gives the latter the possibility to design the desired syllabus (by selecting modules out of a list of available modules), which they need to follow in order to obtain certification on particular areas of knowledge. Learner registration may be conducted either individually by learners or collectively by system administrators.

The learning function sub-system offers learners and instructors the possibility to simulate the learning process by supporting all methods described above (WBT, Video Conferencing and CD-Rom). The tools available to facilitate the learners are the following:

· A free text search engine to easily locate information on particular subjects

· Index

· Glossary to explain basic terminology

· Participation in discussion groups

· Participation in virtual groups

· Real-time communication with instructor

· Creation of module log

· Notes keeping during study

· The creation of learning activity reports (to-do-checklists) before and after each lesson

The mechanism for carrying out examinations allows for the selection of particular tests and retrieving on line answers for these tests. LMS support many different types of questions, such as: multiple choice, true/ false, gap filling, matching, open questions. The answers are inserted into the database and the system records the correct answers, when possible. All questions that cannot be checked by the system are corrected by the appropriate instructor.

Finally the statistical data & reports export system allows for providing information (reports) on learner performance and module quality. LMS are also capable of communicating with other human resource management applications, in order to obtain information on the learners. LMS architecture (Bouras et al., 2001a) is shown in Figure 1.

Figure 1: LMS representation

3. THE MAIN AIMS OF LEARNING MANAGEMENT SYSTEMS

The main aims of LMS may be described as follows:

o To provide access on all training levels to people who cannot participate otherwise, either due to their geographical area of residence or due to other personal reasons.

o The “transition” (tuition) of modules in remote areas, where it is difficult for instructors to be physically present.

o To reduce learning costs for company employees. This way, they do not need to leave their posts and no transfer costs are required.

o To provide the possibility of direct updates and improvements of the learning content without undertaking the costs of withdrawing and re-creating printed material.

o To better monitor the progress of learner performance.

LMS were designed and developed to cover current and future needs for three basic groups that take part in the learning process: the learners, the instructors and the managers of learning institutions (Bouras et al., 2001b). More specifically, the systems’ designing aims for each separate group are:

For the learners:

o To provide access to plenty of exercises, explanatory notes, clarifications and evaluation tests during the course of study.

o To deal with problems of application, analysis, synthesis and assessment with regards to the syllabus.

o To make up for knowledge “gaps” created as a result of absence.

o To provide learners with access to additional information and the possibility of practicing outside the classroom.

o To expand the various subjects for those learners who wish to follow their own learning rates.

o To offer categorization of tasks, activities and presentation material based on the learners’ individual interests and talents.

o To exploit multimedia possibilities, as well as all other possibilities raised from the above analysis.

o To enhance cooperation among learners for carrying out group tasks.

o To access selected information resources via educational computer networks.

For the instructors:

o To create an environment which allows for the development of training material (without the direct contribution of technicians and programmers), by using multimedia, as well as the creation of exercise units and assessment criteria.

o To note and assess learner performance and respective level of understanding, as well as to monitor the progress of a student or a group by collecting and processing statistical data.

o To provide learners who use the system with support, explanations and clarifications either in the course of study or during scheduled on line activities.

For the managers of learning institutions:

o To develop a complete system for producing and distributing learning material, with the aim to improve offered services.

o To provide statistical evaluation of the learning methods adopted.

o To commercially exploit the system through attracting new learners and providing future learning services to third parties.

4. TECHNICAL DESCRIPTION OF LMS

In this section, the (technical) mechanisms included in LMS are described per category.

Security:

o User identification through a password for all applications.

o Management of user information (including the password) by each user and by the administrator.

· IP address management for higher security purposes.

· Selection of data to which individual users or groups are granted access. Possibility to define the duration and time of access.

· Selection of each user’s role on different data to ensure more flexibility and increased security. This way it is made certain that each user has the right to access all data.

· Selection of applications to which each user has access.

o Security certificates (supported by Internet Explorer).

o Cookies for user identification.

o Three access zones for all system data (free, member and restricted data area) with the option to select administrators.

o A dynamic system of roles used to control access to data in relation to the data zone. The above system supports the following characteristics: type of data, access method, data status, data owner. The following roles are supported:

· Administrator: Internal system role with full access.

· Everyone: Internal system role with access to free zone and member zone data.

· LMS Manager: The most powerful role after the administrator.

· Portal Manager: This role is responsible for managing the portal.

· Support Manager: This role is responsible for managing individual data (for visitors, students, instructors etc.).

· Visitor: The simplest system role with access to almost all system data but only for reading purposes.

· Author: This role is responsible for entering content, articles, FAQs, announcements, modules, examinations.

· Editor: This role is responsible for editing content, articles, FAQs, announcements, modules, examinations.

· Publisher: This role is responsible for the final publication of content, articles, FAQs, announcements, modules, examinations.

· Instructor: This role is responsible for creating and maintaining the syllabus, as well as for monitoring the course and the participating students.

· Learner: Users with this role are limited to attending modules and participating in tests.

o Free user registration with e-mail validation in order to ensure the quality of registrations.

o Automated access to all free zone data without prior registration.

o Automated access to all member zone data after registration.

o Option to apply for course registration.

Data – Content:

o Tree-structured content management and classification in order to achieve better structure and easier searching. Additionally, the following options are supported:

· Details

· FAQs

· Announcements

· Articles

· Modules

· Syllabus

· User instructions

· New content

o Searching using parameters for all types of data.

o Incorporated WYSIWIG editor (HTML), which supports:

· Creating content

· Inserting pictures (JPG, GIF, ΡΝΟ, ΒΜΡ)

· Inserting video (ASF, AVI, MPG)

· Inserting tables

· Creating links (URLs)

o Insertion of ready HTML content, Word, Excel, Powerpoint, PDF in the form of attached file or by pasting, where supported. Creation of new content by using the incorporated WYSIWIG editor. This can be used for articles, announcements, FAQs, subjects and general content.

Courses:

o Possibility to create courses per category and time period.

o Course management, with the following options:

· Details (price, start/ end date, description, prerequisites etc.)

· FAQs

· Announcements

· Applications for registration

· Course administrators, instructors etc.

· Learners

· Sponsors

· Connected modules

o Reports – prints by administrators, instructors etc.

Modules:

o Possibility to create modules per category.

o Module management, with the following options:

· Details (description, prerequisites etc.).

· FAQs

· Announcements

· Related articles

· Instructors

· Subjects - Theory

· Examinations for assessment and understanding

· Connected modules

o Reports – prints by administrators, instructors etc.

Examinations/ tests:

o Possibility to create a test for the whole structure of a module. Tests may be carried out either for practicing/ understanding of theory or for assessing learner performance. Tests for practicing/ understanding purposes may be repeated by the instructor countless times. Assessment tests are only carried out once and they can only be altered by administrators. In the case of interruption during test time, it is possible to continue from the point of interruption. During test time, a timer appears showing the remaining time. It is also possible to provide help pointers for every question, as well as comments for right or wrong answers. After the test is completed, automated marking is conducted and statistics are exported.

o Module management, with the following options:

· Option for test description, completion rules and scores.

· FAQs

· Management of questions – exercises.

Ø Multiple-choice questions (only one correct answer).

Ø Multiple-choice questions (more than one correct answers).

Ø True/ False questions

o IMS QTI support (Question & Test Interoperability)

o Option to publish reports/ prints by administrators and instructors.

Individuals:

Individuals may be visitors, students, instructors or administrators. Every person is connected to one system user and has the following options:

o Management of individual personal data by each user and the administrators.

o Multiple personal addresses.

o Personal notebook.

o Possibility to create links to particular courses as an executive or a member.

o Possibility to create links to particular modules as a learner.

o Reports – prints by administrators, instructors.

Reports:

The following options are available:

o Course handbook: Option to print all or selected course information with details on their modules displayed underneath.

o Learner module scores: Option to print all or selected module information, with average scores per learner in the evaluation tests displayed underneath. Additional option to print a list of the learners with the highest scores.

o Learner test scores: Option to print all or selected module information with all respective tests and learner scores displayed underneath. Additional option to print a list of the learners with the highest scores.

o Applications for course registration: Options to print all or selected course information with all applications displayed underneath.

o Scores per instructor: Option to print all or selected instructor information and respective modules, with the average score for all learners in each module displayed underneath.

5. CONCLUSIONS

The primary objective of e-learning (http://www.wikipedia.org/wiki/Learning) is not to reduce learner tuition costs. Naturally, fewer instructors and expenses are very welcome benefits. However, they should not constitute the main worries for learning institutions and businesses. It is important to make clear that because of the significant value of tele-education, the main focus of a learning institution or a business is to produce especially high-quality digital material.

An e-learning program cannot be 100% on-line or digital. The human factor is always necessary. Therefore, depending on the learning sector, a golden mean must always be found. E-learning does not constitute an elimination of the need for instructors – even if the need is actually reduced – and it certainly does not mean that a learning site or a CD-Rom alone can create positive results.

The LMS easy-of-use depends on the physical and technical infrastructure, i.e. the courses, the network and the equipment. In order for these systems to be considered as easy-to-use, it is required that the equipment is adjusted to the instructor’s training method. On the other hand, system reliability depends on the physical and technical infrastructure, as well as on the knowledge and experience of the instructor. An important factor of system reliability is user trust in the system, as the user will need to spend a lot of time with it in order to learn. In case of such a frequent use, the system needs to be productive. In this context, the technology used contributes (either positively or negatively). If the system is slow, productivity is small.

As practical evidence has shown in the application of LMS on learning programs, if the above are not fully taken into consideration, these programs can fail.

References

Bates, T. (1995) ‘Technology: open learning and distance education’, New York, Routlodge

Bouras, C., Hornig, G., Triantafillou, V., Tsiatsos, T. (2001) ‘Architectures supporting e-Learning through collaborative virtual environments: The case of INVITE’ Proceedings of the IEEE International Conference on Advanced Learning Technologies - ICALT 2001, 6-8 August 2001, Madison, Wisconsin, USA

Bouras, C., Kapoulas, V., (2001) ‘Basic internet services environment for the education society’. International Journal of Computers and Applications, Acta Press, Vol.23, No 1, pp.35-44

Bouras, C., Philopoulos, A., Tsiatsos, T., (2001) ‘E-Learning through distributed virtual environments’. Journal of Network and Computer Applications, Academic Press, No 3, Vol 24, pp. 175-199

Burell, A. (1997) ‘A study into the future use of synchronous and asynchronous technologies in the distance ESL education area with an emphasis on collaborative earning’. Proceedings of the ED-MEDIA 97 & ED-TELECOM 97 - Calgary, Alberta, Canada

Gamas, A., Evripiotis, M., Kapoulas V., Bouras H., Stamos, K. (2003) ‘Service of modern remote education with advanced possibilities of management of course’, Proceedings of the 2^nd Pan Hellenic Congress on open learning and distance education H.O.U. – Patras, Greece.

Mihiotis A., Evripiotis M., Agiomyrgianakis G. (2006) ‘Asyncronous Remote Learning and Distance Learning: the case of the Master’s Programme in Business Administration at the H.O.U.’. Open Education Journal, V.4.

Ubon, A., Kimble, C. (2002) ‘Knowledge management in online distance education’. Network Learning.

http://www.eap.gr/programmes/mba.htm

http://www.wikipedia.org/wiki/Learning