The rapidly increasing expansion of the Internet has brought dramatic impact to our life and education alike. The major feature differentiates e-learning from the traditional learning is its ability to train anyone, anytime, and anywhere attributed to the Internet. Many experts tell us that e-learning will plays the key-enabling role in knowledge management for individual, schools, and enterprise. Nevertheless, the lack of standard in courseware and learning management system (LMSs) makes courseware in different LMS platforms can not be exchanged directly, and there is no way to monitor and evaluate learner¡¦s behavior from one platform to another. And there are LMS platforms do not provide the effective protection mechanism for courseware in the LMS platforms; this will let an unauthorized user can retrieve courseware as well as he knows the correct URL in the LMS. In this thesis, in order to overcome those hurdles, we refer to the e-learning standard, called Sharable Content Object Reference Model (SCORM), to enhance this feature on our existing LMS platform. And we propose an effective courseware access control mechanism which implement at the kernel of the web server.

This dissertation presents a scalable web framework leaning system, Web-based Learning System (WebLS), addressing the distance learning scenario. Since the speed popularity of the Internet infrastructure and World Wide Web Services that have become the most commonly used information platform and an important medium for education; and expand to the Web-based e-Learning model. The Web-based e-Learning is not subject to the boundary of time or space that has greatly enhanced the effectiveness of online distance learning. The WebLS aims at bringing together the most promising web technologies and standards, in order to attain a scalability and highly availability online learning environment. Moreover, the scalable web framework includes a SCORM based learning management system (named LMS), a server cluster infrastructure, a learning content management service, an information and content repository (named LMS database), and an agent system supporting the innovative solutions taken to implement scalability, availability, portability, reusability, and standardization. The WebLS can store and provide Web access portal to learning contents from teachers, voluntaries, and institutions that lack resources or expertise to offer curriculums over the Internet. So, in the first we design and implement the web-based learning managemnt sytem, Learning Management System (LMS), which conform the e-Learning standard, SCORM 1.2 specification, that established by ADL, and satisfy the requirements of the basic functionality at online web-based learning. Besides, in point of the research topic of learning behavior analysis, we propose a study result for extracting better learning path, Experience Matrix System with Time Fragment Extraction (EMST), which can analyse the learner¡¦s study behavior in Web-based learing environment. Then the information is used to explore, analyse students¡¦ learning path in order to find out the suitable learning path for the more learners. As masses of learners concurrently enter the learning system, the system is often unable to serve such a massive workload, particularly during peak periods of learning activity. We use the server-cluster architecture as a way to create scalable and highly available solutions. However, hosting a variety of learning contents from different owners on such a distributed server system faces new design and management problems and requires new solutions. This dissertation describes the research work we are pursuing for constructing a system to address the challenges faced by hosting learning content on a server farm environment.

Syftet med denna studie är att få kunskaper om hur lärplattformar och sociala nätverksverktyg stödjer undervisningen. Lärplattformar kallas för Learning Management Systems på engelska och förkortas med LMS. Det är ett samarbetsverktyg som används av lärare och studenter i undervisningen. Sociala nätverksverktyg används för att lärare ska kunna publicera sitt material via olika sociala nätverksverktyg, och de viktigaste verktygen är Facebook, bloggar och You-tube. De senaste åren har lärare börjat integrera sin undervisning med sociala nätverksverktyg för att de utökade kommunikationsmöjligheterna kan gynna lärandet.Denna studie handlar om användning av lärplattformar och sociala nätverksverktyg i högre utbildning. Uppsatsen bygger på en intervjustudie med lärare i två olika utbildningar på Högskolan Väst. De lärare som har intervjuats har olika erfarenheter av användning av lärplatt-formar och sociala nätverksverktyg. En av de slutsatser som har framkommit i studien är att diskussionsforum i alla lärplattformar inte är användbara. Ett annat resultat som har framkommit i denna uppsats är att via lärplattformen kan lärarna examinera studenter på ett bra och säkert sätt. Sociala nätverksverktyg och andra verktyg innehåller många fler funktioner och är mer tillgängliga för de flesta användare. Lärplattformar erbjuder en del möjligheter och att sociala nätverksverktyg erbjuder andra möjligheter. Detta innebär att man kan integrera olika verktygs-stöd för att läraren ska kunna göra sitt arbete på ett bra och flexibelt sätt. / The purpose of this study is to gain knowledge of Learning Management Systems (LMS) and how learning platforms and social networking tools supporting education. LMS is a tool used by teachers and students in education. Social networks are used by teachers for publishing their materials through various social networking tools, and the most used tools are Facebook, blogs, and YouTube. In recent years, teachers have been integrating their teaching with social network-ing tools for practical activities can be powerful tools for learning.This work is about the use of learning platforms and social networking tools in higher education. The work is based on some interviews of teachers in two different courses in the University West. The teachers who have been interviewed have different experiences on the use of learning platforms and social networking tools. One of the conclusions that have emerged in the study is that the discussion boards that is already available in the learning platforms are not useful. Something else that has emerged in this study is that by learning platform teachers can examine students in a good and safe way. Social networking tools and other tools contains many more features and is more available for most users. Another conclusion is that learning platforms offer some opportunities, and social networking tools offer other possibilities. This means that you can integrate different tool support for the teacher to be able to do their work in a good and flexible way.

Learning management systems(LMSs) have become one of the most common computer systems adopted at universities, colleges and distance learning organizations. In order to identify different features and accordance of each LMS, LMSs’ features were compared by using four different categories; communication tools, productivity and student involvement tools, course delivery tools, and administration tools. Based upon the comparison of the different features affecting different usage patterns, this paper proposes a classification of seven selected LMSs; ANGEL, Blackboard, Moodle, Sakai, WebCT, Ning and Elgg. These seven LMSs are classified into three groups according to systems’ pedagogical adaptability and technological usability. The classification seeks to understand the possibilities and limitations of what these classified groups of LMSs can accomplish and is used to suggest a suitable usage in order to support teaching and learning. The proposed classification implies the need of future exploratory case study analyzing teaching and learning practices according to the classification. / text

Στην παρούσα εργασία μελετάται η αποτίμηση της ευχρηστίας στο πλαίσιο των συστημάτων διαχείρισης της μάθησης (Learning Management Systems - LMS). Σκοπός της έρευνας που διεξάγεται είναι η εγκυροποίηση του ερωτηματολογίου System Usability Scale (SUS) (Brooke, 1996), ως εργαλείο αποτίμησης της ευχρηστίας, στο πλαίσιο αυτό. Επιπλέον στόχος της εργασίας είναι η εγκυροποίηση της ελληνικής μετάφρασης του ερωτηματολογίου SUS, όπως αυτή δημιουργήθηκε από τους Katsanos, Tselios and Xenos (2012), και τέλος διερευνώνται τα αποτελέσματα του SUS σε σχέση με διάφορους παράγοντες, π.χ. φύλο, ηλικία, κ.ά. Για την επίτευξη των στόχων πραγματοποιήθηκαν 11 μελέτες στις οποίες συμμετείχαν συνολικά 771 φοιτητές του Πανεπιστημίου Πατρών. Οι συμμετέχοντες αξιολόγησαν την ευχρηστία των συστημάτων eClass και Moodle που χρησιμοποιούνται στο πλαίσιο μαθημάτων του προγράμματος σπουδών τους, συμπληρώνοντας ένα ανώνυμο ερωτηματολόγιο το οποίο συμπεριλάμβανε το ερωτηματολόγιο SUS. Από την ανάλυση των δεδομένων που συλλέχθηκαν, προέκυψε ότι το ερωτηματολόγιο SUS φαίνεται να είναι ένα έγκυρο εργαλείο αποτίμησης ευχρηστίας για τα συστήματα διαχείρισης της μάθησης. Η ελληνική έκδοση του ερωτηματολογίου επιβεβαιώθηκε ως κατάλληλη για την αξιολόγηση της ευχρηστίας των LMS από φοιτητές που μιλούν ελληνικά. Τέλος, επιβεβαιώθηκαν ευρήματα προηγούμενων μελετών (Tullis & Stetson, 2004; Bangor, Kortum & Miller, 2008; Kobsa, Sonawalla, Tsudik, Uzun, & Wang, 2009; Granića & Ćukušić, 2011; Sauro, 2011a; Kortum & Bangor, 2013), και βρέθηκαν κάποιες επιπλέον συσχετίσεις των αποτελεσμάτων του ερωτηματολογίου SUS με τους παράγοντες: αυτοαποτελεσματικότητα για το Διαδίκτυο, στάση προς το Διαδίκτυο ως μαθησιακό εργαλείο και συχνότητα χρήσης του LMS. / In this paper we study the evaluation of usability in the context of management learning (Learning Management Systems - LMS). The purpose of the survey conducted is the validation of the questionnaire System Usability Scale (SUS) (Brooke, 1996), a tool for assessment of usability, in this context. Additional aim of this work is the validation of the Greek translation of the questionnaire SUS, as created by Katsanos, Tselios and Xenos (2012), and then the investigation of the effects of SUS in relation to various factors, eg gender, age, etc. To achieve the objectives 11 studies were held involving a total of 771 students of the University of Patras. Participants evaluated the usability of systems eClass and Moodle, which are used within the course curriculum, by completing an anonymous questionnaire, which included the SUS. From the analysis of the data collected it was showed that the SUS questionnaire appears to be a valid usability assessment tool for learning management systems. The Greek version of the questionnaire was confirmed as suitable for evaluating the usability of LMS by students who speak Greek. Finally, findings of previous studies were confirmed (Tullis & Stetson, 2004; Bangor, Kortum & Miller, 2008; Kobsa, Sonawalla, Tsudik, Uzun, & Wang, 2009; Granića & Ćukušić, 2011; Sauro, 2011a; Kortum & Bangor, 2013), and some additional correlations between the SUS score and three factors were found: self-efficacy on the Internet, attitude towards the Internet as a learning tool and frequency of use of LMS.

Australia's tertiary educational environment is changing; in the past decade, it has faced a new set of challenges and pressures (Cunningham et al., 1998) that are encroaching on the traditional definitions of what higher education is. These challenges often dictate the directions in which the tertiary education environment evolves into. Within the framework of institutional reforms, the adopted policies are often the best indicators of that transition. Flexible delivery or learning has been espoused as a means of meeting and mediating some of those challenges. With their emphasis on catering to the needs and expectations of the consumer in a consumerist society, flexible policies are becoming the norm in most institutes of higher learning. However, of interest within the structure of the flexible delivery approach is the development of learner management systems (LMS). The question is what are learner management systems? What do they represent and what do they offer to the learner that differentiates it from the traditional forms of learning? In its basic form, a learner management system is essentially a series of processes that are developed and organised so as to efficiently provide the learner with the required access and interaction required to facilitate his or her learning. However, what are the benefits of being aware of the capabilities and limitations afforded by such approaches? How does it contribute to the process of teaching and learning in the context of higher education? The effectiveness of how these learner management systems are used in context to its application in multimedia programmes is of importance. Institutions are progressively introducing similar learning systems into their delivery framework. The question as to whether a singular adaptive system or a customised option remains to be tested.

O crescente uso das tecnologias digitais no dia-a-dia das pessoas gerou diversas mudanças de comportamento; tendências colaborativas de troca e compartilhamento de informações, ideias, conhecimentos e bens materiais passam a integrar não apenas a vida social dos usuários da internet, mas também surgem no ambiente escolar e de trabalho, mediadas por diferentes interfaces e dispositivos digitais. Nesse contexto, esta pesquisa pretende compreender como as ferramentas que surgiram a partir do uso das novas tecnologias de informação e comunicação (TICs) impulsionaram ou facilitaram a colaboração entre usuários na internet, abordando os principais aspectos e necessidades da colaboração em ambientes virtuais e relacionando-os com conhecimentos da área do design de interfaces O principal objetivo do estudo é propor elementos de interface que, integrados aos ambientes virtuais de aprendizagem (AVAs), favoreçam a realização de atividades colaborativas. Para tanto, após revisão bibliográfica e análise de similares, foi realizada uma análise das ferramentas colaborativas na interface do AVA Moodle, sob o aspecto dos mecanismos de conversação, coordenação e percepção de Preece, Rogers e Sharp (2005). Em seguida, foi aplicado um questionário com professores da área de design a respeito do uso do Moodle e/ou de demais tecnologias digitais em atividades colaborativas com os alunos. Os resultados dessa etapa foram discutidos em uma oficina com especialistas do campo de design a fim de avaliar as possibilidades de implementação de elementos gráficos e ferramentas computacionais na interface do Moodle que pudessem facilitar a colaboração entre seus usuários. Esses procedimentos elucidaram um conjunto de necessidades, requisitos, elementos e funcionalidades de interface com vistas a apoiar a colaboração em AVAs e/ou outras plataformas digitais. / The increasing use of digital technologies in people's daily lives has generated a number of behavioral changes; collaborative tendencies of exchange and sharing of information, ideas, knowledge and material goods integrate not only the social life of internet users, but also arise in the school and work environment, mediated by different interfaces and digital devices. In this sense, this research aims to understand how the tools that have emerged from the use of the new information and communication technologies (ICTs) have driven or facilitated Internet user’s collaboration, addressing the main aspects and needs of collaboration in virtual environments, relating them to interface design topics. The main objective of the study is to propose interface elements that, integrated to the interface of learning management systems (LMS), promote the accomplishment of collaborative activities To do so, after a literature review and the analysis of interfaces with collaborative functions, an analysis of Moodle's collaborative tools was carried out considering the mechanisms of conversation, coordination and awareness (PREECE; ROGERS; SHARP, 2005). Then, a questionnaire was applied with professors from the design area regarding the use of Moodle and/or other digital technologies in collaborative activities with their students. The results of this stage were discussed in a workshop with design experts, in order to evaluate the possibilities of implementing graphic elements and computational tools in Moodle's interface that could facilitate user's collaboration. These procedures have generated a set of needs, requirements, interface elements and functionalities to facilitate collaboration processes in learning management systems and/or other digital platforms.

Orientadora: Profa. Dra. Itana Stiubiener / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Engenharia da Informação, 2015. / O grande avanço da Internet tornou possível que estudantes tivessem acesso à informação e conteúdos de aprendizagem independente de sua localização geográfica. Para potencializar essa mudança de paradigmas na educação surgiram aplicações educacionais em dispositivos móveis, nas quais o estudante pode ter acesso à informação em qualquer lugar e a qualquer hora. Assim, este trabalho tem por objetivo investigar se o uso de dispositivos móveis propicia melhorias da difusão da informação dos Ambientes Virtuais de Aprendizagem (AVA), e propor uma ferramenta que se trata de um aplicativo desenvolvido para dispositivos móveis, a qual utiliza alerta de notificações de novas informações que ocorrem no AVA para deixar o aluno ciente de novidades. A ferramenta é atrelada ao simulador AVA, um sistema desenvolvido que simula um Ambiente Virtual de Aprendizagem, e instalada no dispositivo móvel de um usuário. Para teste e validação da solução proposta foi feito um experimento com alunos de graduação de uma instituição de ensino superior. Constatou-se uma alta aceitação por parte dos alunos, a maioria afirmou que a ferramenta melhora a difusão da informação no ambiente virtual e também acreditam que todos os AVAs deveriam possuir um aplicativo para dispositivo móvel incorporado ao sistema. Verificou-se que a solução proposta ajuda estudantes a otimizarem seu tempo de busca de novas informações, sem a necessidade do uso de um desktop ou lugar específico para acessar as informações do AVA, contribuindo para que a informação chegue aos estudantes de forma mais rápida e otimizando o tempo de acesso ao AVA. / The breakthrough of the Internet made it possible for students to have access to information and learning content independent of location. To leverage this paradigm shift in education emerged educational applications on mobile devices, in which the student may have access to information anywhere and anytime. So, this study aims to investigate whether the use of mobile devices provide improvements in the dissemination of information on Learning Management System (LMS), and propose a tool that it is an application designed for mobile devices, which uses notifications alert of new information occurring in the LMS to make the student aware of updates, the tool will be linked to LMS simulator, a system developed that simulates a Learning Management System, and installed on the user's mobile device. For testing and validation of the proposed solution has made an experiment with undergraduate students in a higher education institution. It was found high acceptance by the students, the majority found that the tool improves the dissemination of information in the virtual environment and also believe that all LMS should have an application for mobile device built into the system. This solution benefits students to optimize their search time new information without the need of using a desktop or a specific place to access the LMS information, contributing to that information reaches students more quickly and the time to access the LMS also be optimized.

Thesis (DTech (Education))--Cape Peninsula University of Technology, Cape Town, 2006 / It is clear that large numbers of tertiary students - particularly those from socially marginalized populations - are not adequately served by traditional models and modalities of education, with the disparate performance rates of majority and minority group members ultimately functioning to reproduce patterns of social inequality. I contend that perhaps even more troubling than these sociological realities is the existence of an ideological underpinning that treats traditional classroom and institutional practices as normative and thus obscures the hegemonic nature of these phenomena. In turn, through the reification of dominant beliefs and habits, the possibilities for more progressive thought and action are inhibited. This thesis addresses the need for educators to consciously interrogate the powerful belief systems that pervade educational discourse and behaviour in order to disrupt oppressive conditions. By introducing the notion of 'conscious practice: I suggest that when educators carefully consider their own hidden cultural biases, seek to more fully understand the perspectives internalized by students, and appreciate the socio-political context in which they operate, they will be in a better position to move towards inclusive and meaningful approaches. Drawing from the central tenets of social justice education, I suggest that lecturers and administrators must intentionally endeavour to promote innovative strategies and structures that enhance learning outcomes for all students and create the conditions for social transformation. The essays contained within this thesis deliver a thorough treatment of this theoretical background as well as provide concrete techniques for bringing these goals to reality.

O crescente uso das tecnologias digitais no dia-a-dia das pessoas gerou diversas mudanças de comportamento; tendências colaborativas de troca e compartilhamento de informações, ideias, conhecimentos e bens materiais passam a integrar não apenas a vida social dos usuários da internet, mas também surgem no ambiente escolar e de trabalho, mediadas por diferentes interfaces e dispositivos digitais. Nesse contexto, esta pesquisa pretende compreender como as ferramentas que surgiram a partir do uso das novas tecnologias de informação e comunicação (TICs) impulsionaram ou facilitaram a colaboração entre usuários na internet, abordando os principais aspectos e necessidades da colaboração em ambientes virtuais e relacionando-os com conhecimentos da área do design de interfaces O principal objetivo do estudo é propor elementos de interface que, integrados aos ambientes virtuais de aprendizagem (AVAs), favoreçam a realização de atividades colaborativas. Para tanto, após revisão bibliográfica e análise de similares, foi realizada uma análise das ferramentas colaborativas na interface do AVA Moodle, sob o aspecto dos mecanismos de conversação, coordenação e percepção de Preece, Rogers e Sharp (2005). Em seguida, foi aplicado um questionário com professores da área de design a respeito do uso do Moodle e/ou de demais tecnologias digitais em atividades colaborativas com os alunos. Os resultados dessa etapa foram discutidos em uma oficina com especialistas do campo de design a fim de avaliar as possibilidades de implementação de elementos gráficos e ferramentas computacionais na interface do Moodle que pudessem facilitar a colaboração entre seus usuários. Esses procedimentos elucidaram um conjunto de necessidades, requisitos, elementos e funcionalidades de interface com vistas a apoiar a colaboração em AVAs e/ou outras plataformas digitais. / The increasing use of digital technologies in people's daily lives has generated a number of behavioral changes; collaborative tendencies of exchange and sharing of information, ideas, knowledge and material goods integrate not only the social life of internet users, but also arise in the school and work environment, mediated by different interfaces and digital devices. In this sense, this research aims to understand how the tools that have emerged from the use of the new information and communication technologies (ICTs) have driven or facilitated Internet user’s collaboration, addressing the main aspects and needs of collaboration in virtual environments, relating them to interface design topics. The main objective of the study is to propose interface elements that, integrated to the interface of learning management systems (LMS), promote the accomplishment of collaborative activities To do so, after a literature review and the analysis of interfaces with collaborative functions, an analysis of Moodle's collaborative tools was carried out considering the mechanisms of conversation, coordination and awareness (PREECE; ROGERS; SHARP, 2005). Then, a questionnaire was applied with professors from the design area regarding the use of Moodle and/or other digital technologies in collaborative activities with their students. The results of this stage were discussed in a workshop with design experts, in order to evaluate the possibilities of implementing graphic elements and computational tools in Moodle's interface that could facilitate user's collaboration. These procedures have generated a set of needs, requirements, interface elements and functionalities to facilitate collaboration processes in learning management systems and/or other digital platforms.