Creating Web-Based Learning Systems: An Evolutionary Development Methodology

Abstract

In order to become a crucial resource for learners, Web-based learning must take into consideration that education has triggered a shift from the teaching paradigm to the learning paradigm. As a result, students are becoming more independent from the teacher. Besides the evolution of the learning paradigm, educational technologies are evolving constantly. Moreover, changes caused by academic institutions, course content, ethical, legal, cultural issues need to be considered in the development of Web-based learning. Clearly, Web-based learning systems must constantly evolve in order to meet their requirements. But still, much of the development of Web-based learning is carried out without a true understanding of requirements that are proper to Web-based learning, resulting in bad analysis and design, poor quality, and maintainability. This paper focuses on the application of an evolutionary software development process model to translate Web-based learning requirements into a system that provides learners with information that supports effective learning.

Development of e-learning as a medium of simulation learning and digital communication for vocational school students

“…According to [9], e-learning can be grouped into two main groups, namely network-based e-learning (including online learning and web-based learning) and elearning that does not use networks (computerbased learning). E-learning has components that support learning activities in the form of (a) teaching material material; the material is provided in the form of modules equipped with questions as a measure of the success of students and equipped with results and discussion, (b) community; students can develop online communication with the learning community, (c), online learners; teachers are always online to give direction to students, answer questions and help in class discussions, (d) opportunities to work together; the existence of software that organizes online meetings so that the learning process can be carried out simultaneously or real-time without distance constraints, (e) multimedia; the use of audio-video technology in the delivery of material so that it attracts interest in learning [10].…”

A Virtual World Workshop Environment for Learning Agile Software Development Techniques

“…The use of IT for teaching and learning purposes has generated a vast range of literature as researchers and educators seek to understand how best to use software in an educational environment. The use of technology is arguably well suited to active learning where the learning involves the accumulation of knowledge through problem solving, understanding of the knowledge domain and discussion of the tasks achieved (Mayes & Fowler, 1999;Hadjerrouit, 2004). There has been an early recognition of the concept that if learning is to be achieved, software must be designed to make people think, with the emphasis on the task-based learning to be achieved rather than the technology (Mayes & Fowler, 1999).…”

“…The increasing amount of literature on MUVEs supports the identification of some of the current issues facing the development of learning initiatives. While there are a wide range of such issues including aesthetics, culture and legal concerns (Hadjerrouit, 2004) and concentration, social presence, 3D realism and enjoyment (Phang & Kankanhalli, 2009) this section uses an economic, social and technical challenges structure to discuss them (Bainbridge, 2007;Schultze et al, 2008;Eschenbrenner et al, 2008).…”

Influencia del Género en la Percepción y Adopción de e-Learning: Estudio Exploratorio en una Universidad Chilena

“…Como resultado, los estudiantes son cada vez más independientes del profesor. Lamentablemente, gran parte del desarrollo de e-learning se lleva a cabo sin una verdadera comprensión de las cuestiones que son propias de aprendizaje basado en web (Hadjerrouit, 2006). Por ejemplo, las actividades realizadas en Internet se han incorporado a las clases presenciales como un recurso añadido, sin reducir el tiempo de clases (Bates, 2005 Para profesores y estudiantes, las implicaciones del elearning son grandes.…”