ONLINE E-LEARNING MANAGEMENT SYSTEM
ABSTARCT :
One of the main important resources for higher education is a Learning Management System (LMS), which has shown an enhancement of students’ progress with high quality learning outcomes worldwide. Many e-learning tools exist, each one has its own weaknesses and strongest points to the online learning process. This number increases continuously, and the existing tools are being updated, redeveloped, and upgraded. The aim of this study is to present a comprehensive comparative analysis between existing e-learning management systems. Unlike other relevant studies that have narrow scope either in terms of the number of tools or the number of comparative features, this work considers top twenty, highly recommended tools, both open source and commercial. Furthermore, more than twenty evaluation features were used carefully to fulfil students’ and instructors’ current needs. The results of this study have shown that Moodle outperforms the others and it is considered as the best free open source tool for educational purposes. It supports more than 100 different languages and provides its services to more than tens of millions of customers worldwide. Besides to Moodle, Chamilo, TotaraLearn, Open edX and Sakai have more built-in features that provide services to educational institutions. Also, this study showed that Docebo, SkyPrep, ProProfs, SAP Litmos, Moodle, TotaraLearn, Open edX and Opigno systems have more built-in security mechanisms such as antispam, antivirus, IP Blocker, data protection and complex password enforcement. Most considered systems have gamification features except Schoology, ATutor, Sakai, and Ilias, and most commercial systems can offer 24/7 customer care services, except Edmodo and Telnet, whereas open source tools offer this service on specific time slots except Opigno, Ilias, TotaraLearn, Chamilo, and Canvas where the service is offered 24/7.
EXISTING SYSTEM :
• An argument for the adoption of elearning environments using CMSs is the flexibility of such environments when reaching out to potential learners in remote areas where brick and mortar institutions are non-existent.
• All students receive the same exercises irrespective of their pre-existing knowledge and experience. It is not taken into consideration that the educational material is presented to a large number of learners who have varied knowledge levels, skills, and learning strategies.
• Existing research on metacognition and study strategies indicates that metacognitive knowledge about cognitive strategies improves recall for a particular content.
• The existence of metadata that describe the content of the learning objects is of utmost importance in this model, as the decision of choosing one learning object over another is based on the metadata of each object at the time of the selection.
• With increasing numbers of users, the developers realized that the existing architecture did not offer the modularity needed to allow the clean implementation of requested features and that it would not scale as required.
• The edu Components approach does not have these limitations, since it is document-oriented instead of course-oriented, meaning that learning content exists independent of its use in a concrete course.
DISADVANTAGE :
• It was observed that there are gaps in e-learning theories, especially regarding the use of an LMS for managing distance education, since none of the theoretical framework studies presented this issue in depth.
• With the e-learning advance, educational institutions managers started to deal with different activities, requiring the development of new procedures and finding alternatives to address emerging challenges that go beyond educational issues.
• However, according to the author, they are not the main problem, but the way they are designed, structured and crafted.
• To the extent that it presents an overview of the scientific literature related to a particular subject, the integrative review brings researchers and the problem to be studied together.
• There are some limitations that impact in the findings of this study, for example, the study’s implications are limited by a low number of selected papers, duo to the scarce periodicals addressing this subject and the lack of studies that approached explicitly the use of LMS in the e-learning management.
PROPOSED SYSTEM :
• Many researchers have proposed that cognitive and metacognitive strategies instruction can result in improved learning when learners consciously apply these strategies.
• Both currently available e-learning platforms and architectures proposed in research publications generally fail to abstract the functionality used in e-learning from its domain context.
• While proposed architectures envision for operators of e-learning platforms to be able to mix and match e-learning services from different sources according to their requirements.
• We have proposed an innovative approach for assessing, visualizing, and comparing the functionality of e-learning platforms. Most attempts to evaluate and compare e-learning platforms are based on large numbers of criteria and individual features.
• We have designed and implemented the eduComponents, a component-based e-learning system architecture, realized as software components extending a general-purpose content management system with facilities for course management and assessment.
• It was effectively a general-purpose language, so it could be used to implement any approach considered adequate, or for writing software that was not directly learning-related, including (non-educational) games.
ADVANTAGE :
• It should facilitate the organization of courses, enable monitoring the performance of students and tutors; and incorporate mechanisms to assess the student’s cognitive development and define the player’s roles.
• These papers involve the definition of performance measures for e-learning, the systematic verification of actual performance of learning activities, the comparison between the patterns and planned objectives and effectively observed performance, even though they not established corrective measures in case of significant deviations.
• It is necessary to consider that an LMS must seek to get the best advances in technology available today, for reasons of efficiency and for enabling the maximum degree of interactivity and communication among users.
• E-learning is complex and requires efficient management so that educational outcomes can be achieved.
• This emphasis reflects the need for studies either in improving the efficiency and effectiveness of the existing methods of management, and in the creation of new mechanisms for improving e-learning processes.
• It reflects the transition of many universities to distance education as well as the existing arguments over their advantages and limitations.
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