E-Learning Instructional Platforms
Content
2010 Second International Workshop on Education Technology and Computer Science
E-learning Instructional Platforms based on Network and Multimedia Technology
Chengcheng Zhang
Foreign Language Teaching & Researching Department College of Foreign Languages Hebei University Baoding, China [email protected]
Abstract—E-learning has become a widely accepted and effective teaching and learning mode at Chinese universities with the rapid development of internet, multimedia technology and computer network technology. Based on computer network and multimedia, e-learning instructional platforms provide a unique pattern different from the traditional face-to-face education in the process of knowledge acquisition for college students. The elearning instructional platforms using campus network of Hebei University and North China Electric Power University in China are introduced in this paper. The platforms can be accessed anywhere by using personal computer terminal which is connected to the campus network. The system composition, module function and interface of the e-learning instructional platforms are described respectively. Based on the effect evaluation analysis, it is proposed that the direct interaction between teachers and learners during self regulated learning through the e-learning instructional platform can be realized with specific design modules to enhance the teaching and learning effect. Keywords-e-learning; instructional platform;computer network technology; multimedia technology; internet
Fei Wang
Department of Electrical Engineering Science & Technology College North China Electric Power University Baoding, China [email protected] entire classroom to benefit learners from the knowledge of any instructors. The other advantages of e-learning are the flexibility and convenience. The learners or the students can pace the learning sessions at their convenience. As a result of the development and universal application of information technology, e-learning has become increasingly popular in Chinese universities in the last decades. Two e-learning instructional platforms using campus network of Hebei University and North China Electric Power University in China are introduced in this paper. The system composition, module function and interface of the e-learning instructional platforms are described respectively. II. CAMPUS NETWORK
I.
INTRODUCTION
In general, e-learning means a term for all types of technologies used to enhance learning and support the learning process. The medium of instruction of e-learning is through computer and information technology, particularly involving network, multimedia, database, web-based system and so on. E-learning can be used interchangeably in a wide variety of contexts. In many universities and colleges all of the world, elearning is used to define a specific mode to attend a course or programs using information technology[1].The major benefit of e-learning is it has a lower environmental impact on the students. People can learn in a virtual environment without actually being in a classroom. A broad variety of traditonal learning elements can be dealt through an IT-based e-learning instructional platforms, such as virtual notes in the computer but not usual paper notes, online assessments rather than paper assessments. Therefore it is a more convenient and environmentally friendly interface for the e-learners. E-learning can immensely reduce the costs of higher education, making it much more affordable and accessible for more people[2]. An internet connected computer and a projector would form an
978-0-7695-3987-4/10 $26.00 © 2010 IEEE DOI 10.1109/ETCS.2010.139 464
Figure 1. Composite network model of campus network
The campus network is a specific group of buildings all connected into one enterprise network that consists of many local-area networks (LANs). The composite network model of campus network is shown in Fig.1. A campus is generally a portion of a university (or a college) that is constrained to a fixed geographic area. The campus network topology is primarily LAN technology connecting all the end systems within the building. It generally uses LAN technologies, such as Fast Ethernet, Fiber Distributed Data Interface (FDDI), Gigabit Ethernet, Ethernet, Token Ring, and Asynchronous Transfer Mode (ATM). If a university which is composed of several distance campuses, Wide Area Network (WAN) technology may be applied to connect these campuses in different geographic areas. The
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
Wide Area Network and WAN Topology are shown in Fig.2 and Fig.3.
more channels to students in learning process[4]. The main interface of the e-learning instructional platform on the websites of Hebei University is shown in Fig.4.
Figure 2. Wide Area Network Figure 4. E-learning instructional platforms of Hebei University
This e-learning instructional platform of Hebei University includes nine modules applied to carry out many different functions. The system block diagram of this e-learning instructional platform is illustrated in Fig.5.
Figure 3. WAN Topology
In this case, although the wiring and protocols might be based on WAN technology, they do not share the WAN constraint of the high cost of bandwidth. Once the physical wire is installed, bandwidth is not expensive because there is no recurring cost to a service provider. Usually, upgrading the physical wiring of the campus network can be fairly expensive[3]. III. E-LEARNING INSTRUCTIONAL PLATFORM
Figure 5. System block diagram
As the only comprehensive university in Hebei province which is directly under Hebei provincial government and the Ministry of Education of China, Hebei University offers 86 specialized undergraduate courses leading to bachelor's degrees as well as awards master's degrees and doctorates in 147 subjects. In recent years, the teachers of Hebei University are exploring the way of using e-learning to improve the teaching and learning quality and have achieved obvious effect in some aspects. The e-learning instructional platform using campus network was worked up and it has been evolved and applied rapidly in the educational and academic fields, which promotes teaching innovations, creates original teaching ideas and gives
By 2008, about fifty courses of Hebei University have obtained the reputation of Hebei Provincial Level Excellent Courses. Particularly, and three courses have obtained the fame of Chinese National Level Excellent Courses in the past six years, as shown in table 1.
TABLE I. Year 2008 2007 2003 CHINESE NATIONAL LEVEL EXCELLENT COURSES Courses College English Educational Technology Chinese Ancient Literature College/Department Foreign Language Teaching & Researching Department College of Education College of Liberal Arts
465
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
In accordance with different colleges or departments, students can select the courses that they are interested in from more than 500 courses on the e-learning instructional platforms. The online course-selection module is shown in Fig.6, and courses access statistic information is shown in Fig.7.
platform of Hebei University includs these above functions, and it has been used for 4 years in college English teaching at Hebei University, which is one of the first pilot universities in English Language Teaching Reform in China, the interface of NHCE is shown in Fig. 8. In this virtual classroom, teachers can hand out assignments and teaching schedules, design test papers and quizes, and upload the related teaching materials or documents on line, so that the students can visit web pages whenever necessary for their demanding information according their learning schedule shared within English class, handle the learning materials and even exchange ideas on chat-board with classmates and teachers. The operating system (OS) of the e-learning instructional platform is Window XP. The network configuration and application software are supposed to guarantee smooth operation of various kinds of multimedia courseware, office software, Web-browser, Video-On-Demand (VOD), remote control, etc. Similar e-learning instructional platforms using campus network in North China Electric Power University is shown in Fig.9.
Figure 6. Course-selection module
Figure 7. Courses access statistic information
Figure 9. Teaching resource library home page of NCEPU
The links of online open courses of some other famous universities are given on the home page of teaching resource library[5], such as MIT's Open Course Ware, Johns Hopkins University, Tsinghua University. IV. EFFECT EVALUATION AND SELF REGULATED LEARNING
Figure 8. New Horizon College English network classroom
Furthermore, this e-learning platform also includes some other modules such as network classroom, online examination and video courses. Students can communicate with teachers online through the network classroom. It is convenient to assist the teach-and-learn process which could be more effectively evaluated by using online examination. The New Horizon College English (NHCE) network classroom on the e-learning
The campus-network-based e-learning instructional platform is an essential way to realize asynchronous teaching and learning. This platform integrates different information and resources to form unified gateway management, teaching resource management and access authority control. Users can acquire various digital resources through campus network. Using the service of Web, E-mail, FTP and VOD provided by the campus network, instructors can upload teaching plan, course information, useful materials, evaluation and feedback checklist to the server, while users can achieve their learning purposes with the help of instructional platform. Learning through the network-based e-learning instructional platform is like self regulated learning (SRL) in some sense. The cyclic model of self-regulated learning is shown in Fig.10.
466
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
Figure 10. Cyclic model of self regulated learning
platforms can be accessed at any time by using personal computer terminal which is connected to the campus network. Two e-learning instructional platforms using campus network of Hebei University and North China Electric Power University in China, along with the system composition, module function and interface of the e-learning instructional platforms are introduced and described in this paper. Based on the effect evaluation analysis, it is proposed that the directly interaction between the teachers and the learners during self-regulated learning process through the campus network-based e-learning instructional platform can be realizied with specifically designed modules to enhance the teaching and learning effect. REFERENCES
[1] [2] A. Desai, “Higher education at a crossroads”, Journal of Higher Education, Sep/Oct2008, Vol. 79 Issue 5, pp. 608-610. M. Shih, J. Feng, and C.-C. Tsai, “Research and trends in the field of elearning from 2001 to 2005: A content analysis of cognitive studies in selected journals”, Computers & Education, vol. 51, pp. 955-967, 2008. http://www.edrawsoft.com/Campus-Network.php. http://bb.hbu.cn/webapps/login/. http://202.206.208.65/DefaultForAuto.aspx. C.-M. Chen, “Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance”, Expert Systems with Applications, vol. 36, pp. 8816-8829, 2009. F. Alonso, D. Manrique, and José M. Viñes, “A moderate constructivist e-learning instructional model evaluated on computer specialists”, Computers & Education, vol. 53, pp. 57-65, 2009. Dabbagh, N, Kitsantas, A, “Using web-based pedagogical tools as scaffolds for self-regulated learning”, Instructional Science, 33, 513– 540, 2005. N. Hoic-Bozic, V. Mornar, and I. Boticki, “A Blended Learning Approach to Course Design and Implementation”, Education, IEEE Transactions on, vol. 52, pp. 19-30, 2009. K. Hawthorne, H. Prout, P. Kinnersley, and H. Houston, “Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity”, Patient Education and Counseling, vol. 74, pp. 5-11, 2009. K. E. Holbert and G. G. Karady, “Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom”, Education, IEEE Transactions on, vol. 52, pp. 31-38, 2009. Y. Li, S. Luo, H. Jiang, and J. Ye, “Research on the Reformation of Information Literacy Cultivation in Colleges and Universities Based on the E-learning”, in Computer Science and Software Engineering, 2008 International Conference on, 2008, pp. 1329-1332. M. Ally, T. Anderson and F. Elloumi, Eds, “Foundations of Educational Theory for Online Learning”, in Theory and Practice of Online learning. Athabasca, AB, Canada: Athabasca Univ., 2004, pp. 3–29. P. Baumgarthner, “Communication and interactions in eLearning”, in Proc. eLearning Conf.: Towards a Learning Society, Brussels, Belgium, 2005, pp. 120–130. K. Thorne, Blended Learning. London, U.K.: Kogan Page, 2003. S. B. Heilesen and J. Josephsen, “E-learning: Between augmentation and disruption”, Computers & Education, vol. 50, pp. 525-534, 2008. L. Zaitseva and J. Bule, “E-Learning Courses Use and Evaluation at Riga Technical University”, in Advanced Learning Technologies, 2008. ICALT '08. Eighth IEEE International Conference on, 2008, pp. 10571058.
Traditionally, teachers are in charge of the learning effects of students, but there are plenty of studies indicated that selfregulated learning ability of individual learner significantly affects his or her learning performance. Most learners are used to passive learning. Frequently, passive learners have low spontaneous learning abilities and do not know how to plan for autonomous learning, consequently, they cannot obtain satisfactory learning achievements and gradually lose their motivation. In contrast to passive learners, learners with strong spontaneous learning ability can plan their learning time and set learning goals much more effectively than passive learners do. Generally, active learners usually achieve higher learning performance than passive learners [6]. A learning goal or objective is the speci c knowledge that the learner must to acquire on a concept, skill and the tasks to be performed. It may includes several learning objects, and each learning objective will be de ned by several interrelated learning objects which deal with a speci c item of knowledge respectively. It is very important to determine the effect and ascertain the learning quality of self-regulated learning. Information during execution of the e-learning instructional platform should be gathered and the results need to be analyzed on the basis of the learning objects and objectives [7]. The faculty adviser can analyze the information to decide whether an educational content learning object should be revised and how to revise it. For instance, if the mean time spent studying the learning object is signi cantly higher than the design time originally estimated by the teachers, it would provide the instructor with statistical data about the implementation of the learning objectives from which the teacher will be able to make sure whether any section has been poorly designed. The instructor can draw his conclusions from this information. To enhance the teaching and learning effect, the interaction between teachers and learners during self-regulated learning can be realizied through the e-learning instructional platform based on campus network. V. CONCLUSIONS
[3] [4] [5] [6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15] [16] [17]
E-learning provides a unique mode different from the traditional face-to-face education in knowledge acquisition for college students. There are various kinds of e-learning instructional platforms sprouted up at Chinese universities. Most of these campus network-based e-learning instructional
467
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
E-learning Instructional Platforms based on Network and Multimedia Technology
Chengcheng Zhang
Foreign Language Teaching & Researching Department College of Foreign Languages Hebei University Baoding, China [email protected]
Abstract—E-learning has become a widely accepted and effective teaching and learning mode at Chinese universities with the rapid development of internet, multimedia technology and computer network technology. Based on computer network and multimedia, e-learning instructional platforms provide a unique pattern different from the traditional face-to-face education in the process of knowledge acquisition for college students. The elearning instructional platforms using campus network of Hebei University and North China Electric Power University in China are introduced in this paper. The platforms can be accessed anywhere by using personal computer terminal which is connected to the campus network. The system composition, module function and interface of the e-learning instructional platforms are described respectively. Based on the effect evaluation analysis, it is proposed that the direct interaction between teachers and learners during self regulated learning through the e-learning instructional platform can be realized with specific design modules to enhance the teaching and learning effect. Keywords-e-learning; instructional platform;computer network technology; multimedia technology; internet
Fei Wang
Department of Electrical Engineering Science & Technology College North China Electric Power University Baoding, China [email protected] entire classroom to benefit learners from the knowledge of any instructors. The other advantages of e-learning are the flexibility and convenience. The learners or the students can pace the learning sessions at their convenience. As a result of the development and universal application of information technology, e-learning has become increasingly popular in Chinese universities in the last decades. Two e-learning instructional platforms using campus network of Hebei University and North China Electric Power University in China are introduced in this paper. The system composition, module function and interface of the e-learning instructional platforms are described respectively. II. CAMPUS NETWORK
I.
INTRODUCTION
In general, e-learning means a term for all types of technologies used to enhance learning and support the learning process. The medium of instruction of e-learning is through computer and information technology, particularly involving network, multimedia, database, web-based system and so on. E-learning can be used interchangeably in a wide variety of contexts. In many universities and colleges all of the world, elearning is used to define a specific mode to attend a course or programs using information technology[1].The major benefit of e-learning is it has a lower environmental impact on the students. People can learn in a virtual environment without actually being in a classroom. A broad variety of traditonal learning elements can be dealt through an IT-based e-learning instructional platforms, such as virtual notes in the computer but not usual paper notes, online assessments rather than paper assessments. Therefore it is a more convenient and environmentally friendly interface for the e-learners. E-learning can immensely reduce the costs of higher education, making it much more affordable and accessible for more people[2]. An internet connected computer and a projector would form an
978-0-7695-3987-4/10 $26.00 © 2010 IEEE DOI 10.1109/ETCS.2010.139 464
Figure 1. Composite network model of campus network
The campus network is a specific group of buildings all connected into one enterprise network that consists of many local-area networks (LANs). The composite network model of campus network is shown in Fig.1. A campus is generally a portion of a university (or a college) that is constrained to a fixed geographic area. The campus network topology is primarily LAN technology connecting all the end systems within the building. It generally uses LAN technologies, such as Fast Ethernet, Fiber Distributed Data Interface (FDDI), Gigabit Ethernet, Ethernet, Token Ring, and Asynchronous Transfer Mode (ATM). If a university which is composed of several distance campuses, Wide Area Network (WAN) technology may be applied to connect these campuses in different geographic areas. The
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
Wide Area Network and WAN Topology are shown in Fig.2 and Fig.3.
more channels to students in learning process[4]. The main interface of the e-learning instructional platform on the websites of Hebei University is shown in Fig.4.
Figure 2. Wide Area Network Figure 4. E-learning instructional platforms of Hebei University
This e-learning instructional platform of Hebei University includes nine modules applied to carry out many different functions. The system block diagram of this e-learning instructional platform is illustrated in Fig.5.
Figure 3. WAN Topology
In this case, although the wiring and protocols might be based on WAN technology, they do not share the WAN constraint of the high cost of bandwidth. Once the physical wire is installed, bandwidth is not expensive because there is no recurring cost to a service provider. Usually, upgrading the physical wiring of the campus network can be fairly expensive[3]. III. E-LEARNING INSTRUCTIONAL PLATFORM
Figure 5. System block diagram
As the only comprehensive university in Hebei province which is directly under Hebei provincial government and the Ministry of Education of China, Hebei University offers 86 specialized undergraduate courses leading to bachelor's degrees as well as awards master's degrees and doctorates in 147 subjects. In recent years, the teachers of Hebei University are exploring the way of using e-learning to improve the teaching and learning quality and have achieved obvious effect in some aspects. The e-learning instructional platform using campus network was worked up and it has been evolved and applied rapidly in the educational and academic fields, which promotes teaching innovations, creates original teaching ideas and gives
By 2008, about fifty courses of Hebei University have obtained the reputation of Hebei Provincial Level Excellent Courses. Particularly, and three courses have obtained the fame of Chinese National Level Excellent Courses in the past six years, as shown in table 1.
TABLE I. Year 2008 2007 2003 CHINESE NATIONAL LEVEL EXCELLENT COURSES Courses College English Educational Technology Chinese Ancient Literature College/Department Foreign Language Teaching & Researching Department College of Education College of Liberal Arts
465
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
In accordance with different colleges or departments, students can select the courses that they are interested in from more than 500 courses on the e-learning instructional platforms. The online course-selection module is shown in Fig.6, and courses access statistic information is shown in Fig.7.
platform of Hebei University includs these above functions, and it has been used for 4 years in college English teaching at Hebei University, which is one of the first pilot universities in English Language Teaching Reform in China, the interface of NHCE is shown in Fig. 8. In this virtual classroom, teachers can hand out assignments and teaching schedules, design test papers and quizes, and upload the related teaching materials or documents on line, so that the students can visit web pages whenever necessary for their demanding information according their learning schedule shared within English class, handle the learning materials and even exchange ideas on chat-board with classmates and teachers. The operating system (OS) of the e-learning instructional platform is Window XP. The network configuration and application software are supposed to guarantee smooth operation of various kinds of multimedia courseware, office software, Web-browser, Video-On-Demand (VOD), remote control, etc. Similar e-learning instructional platforms using campus network in North China Electric Power University is shown in Fig.9.
Figure 6. Course-selection module
Figure 7. Courses access statistic information
Figure 9. Teaching resource library home page of NCEPU
The links of online open courses of some other famous universities are given on the home page of teaching resource library[5], such as MIT's Open Course Ware, Johns Hopkins University, Tsinghua University. IV. EFFECT EVALUATION AND SELF REGULATED LEARNING
Figure 8. New Horizon College English network classroom
Furthermore, this e-learning platform also includes some other modules such as network classroom, online examination and video courses. Students can communicate with teachers online through the network classroom. It is convenient to assist the teach-and-learn process which could be more effectively evaluated by using online examination. The New Horizon College English (NHCE) network classroom on the e-learning
The campus-network-based e-learning instructional platform is an essential way to realize asynchronous teaching and learning. This platform integrates different information and resources to form unified gateway management, teaching resource management and access authority control. Users can acquire various digital resources through campus network. Using the service of Web, E-mail, FTP and VOD provided by the campus network, instructors can upload teaching plan, course information, useful materials, evaluation and feedback checklist to the server, while users can achieve their learning purposes with the help of instructional platform. Learning through the network-based e-learning instructional platform is like self regulated learning (SRL) in some sense. The cyclic model of self-regulated learning is shown in Fig.10.
466
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
Figure 10. Cyclic model of self regulated learning
platforms can be accessed at any time by using personal computer terminal which is connected to the campus network. Two e-learning instructional platforms using campus network of Hebei University and North China Electric Power University in China, along with the system composition, module function and interface of the e-learning instructional platforms are introduced and described in this paper. Based on the effect evaluation analysis, it is proposed that the directly interaction between the teachers and the learners during self-regulated learning process through the campus network-based e-learning instructional platform can be realizied with specifically designed modules to enhance the teaching and learning effect. REFERENCES
[1] [2] A. Desai, “Higher education at a crossroads”, Journal of Higher Education, Sep/Oct2008, Vol. 79 Issue 5, pp. 608-610. M. Shih, J. Feng, and C.-C. Tsai, “Research and trends in the field of elearning from 2001 to 2005: A content analysis of cognitive studies in selected journals”, Computers & Education, vol. 51, pp. 955-967, 2008. http://www.edrawsoft.com/Campus-Network.php. http://bb.hbu.cn/webapps/login/. http://202.206.208.65/DefaultForAuto.aspx. C.-M. Chen, “Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance”, Expert Systems with Applications, vol. 36, pp. 8816-8829, 2009. F. Alonso, D. Manrique, and José M. Viñes, “A moderate constructivist e-learning instructional model evaluated on computer specialists”, Computers & Education, vol. 53, pp. 57-65, 2009. Dabbagh, N, Kitsantas, A, “Using web-based pedagogical tools as scaffolds for self-regulated learning”, Instructional Science, 33, 513– 540, 2005. N. Hoic-Bozic, V. Mornar, and I. Boticki, “A Blended Learning Approach to Course Design and Implementation”, Education, IEEE Transactions on, vol. 52, pp. 19-30, 2009. K. Hawthorne, H. Prout, P. Kinnersley, and H. Houston, “Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity”, Patient Education and Counseling, vol. 74, pp. 5-11, 2009. K. E. Holbert and G. G. Karady, “Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom”, Education, IEEE Transactions on, vol. 52, pp. 31-38, 2009. Y. Li, S. Luo, H. Jiang, and J. Ye, “Research on the Reformation of Information Literacy Cultivation in Colleges and Universities Based on the E-learning”, in Computer Science and Software Engineering, 2008 International Conference on, 2008, pp. 1329-1332. M. Ally, T. Anderson and F. Elloumi, Eds, “Foundations of Educational Theory for Online Learning”, in Theory and Practice of Online learning. Athabasca, AB, Canada: Athabasca Univ., 2004, pp. 3–29. P. Baumgarthner, “Communication and interactions in eLearning”, in Proc. eLearning Conf.: Towards a Learning Society, Brussels, Belgium, 2005, pp. 120–130. K. Thorne, Blended Learning. London, U.K.: Kogan Page, 2003. S. B. Heilesen and J. Josephsen, “E-learning: Between augmentation and disruption”, Computers & Education, vol. 50, pp. 525-534, 2008. L. Zaitseva and J. Bule, “E-Learning Courses Use and Evaluation at Riga Technical University”, in Advanced Learning Technologies, 2008. ICALT '08. Eighth IEEE International Conference on, 2008, pp. 10571058.
Traditionally, teachers are in charge of the learning effects of students, but there are plenty of studies indicated that selfregulated learning ability of individual learner significantly affects his or her learning performance. Most learners are used to passive learning. Frequently, passive learners have low spontaneous learning abilities and do not know how to plan for autonomous learning, consequently, they cannot obtain satisfactory learning achievements and gradually lose their motivation. In contrast to passive learners, learners with strong spontaneous learning ability can plan their learning time and set learning goals much more effectively than passive learners do. Generally, active learners usually achieve higher learning performance than passive learners [6]. A learning goal or objective is the speci c knowledge that the learner must to acquire on a concept, skill and the tasks to be performed. It may includes several learning objects, and each learning objective will be de ned by several interrelated learning objects which deal with a speci c item of knowledge respectively. It is very important to determine the effect and ascertain the learning quality of self-regulated learning. Information during execution of the e-learning instructional platform should be gathered and the results need to be analyzed on the basis of the learning objects and objectives [7]. The faculty adviser can analyze the information to decide whether an educational content learning object should be revised and how to revise it. For instance, if the mean time spent studying the learning object is signi cantly higher than the design time originally estimated by the teachers, it would provide the instructor with statistical data about the implementation of the learning objectives from which the teacher will be able to make sure whether any section has been poorly designed. The instructor can draw his conclusions from this information. To enhance the teaching and learning effect, the interaction between teachers and learners during self-regulated learning can be realizied through the e-learning instructional platform based on campus network. V. CONCLUSIONS
[3] [4] [5] [6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15] [16] [17]
E-learning provides a unique mode different from the traditional face-to-face education in knowledge acquisition for college students. There are various kinds of e-learning instructional platforms sprouted up at Chinese universities. Most of these campus network-based e-learning instructional
467
Authorized licensed use limited to: Shree Motilal Kanhaiyalal Fomra Institute. Downloaded on June 07,2010 at 07:42:53 UTC from IEEE Xplore. Restrictions apply.
