Using New Technologies to Learn Programming Languages

Current eLearning systems are increasingly used by both students and professors, considering the various facilities they offer. In the field of computer science, these eLearning platforms need to provide integrated program editors with facilities for compiling and running them. We propose a creative architecture of an eLearning system for Python which comes with new facilities related to the possibility to create content (lessons, exercises, content, and tests) inside of this platform. Thus, the professors can fully prepare their lessons and homework on our CSP (computer science platform) platform via the web interface. Similarly, the students can access this content via the platform and can solve their homework in this special space. Depending on the number of users the allocated resources dynamically change in order to ensure the proper functioning of the application, trying to keep lower operative costs

Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

Abstract—This paper reports on an auto-ethnographic study of the use of smartphones to facilitate online testing in the context of second-language teacher education (SLTE). A total of 54 pre-service teachers participated in the study. Preliminary data were collected through observation and written reflection, and additional data were gathered from interviews and students’ web activity logs to enable triangulation. Thematic analysis was carried out on the qualitative data. The findings show that smartphones are a viable electronic tool to facilitate online testing in an SLTE context. More importantly, using Moodle as an online test platform meets both teachers’ and students’ needs with respect to aspects such as design, test structure and online testing activity. The study also highlights some benefits and challenges of employing sequential and multiple- attempt test modes and providing delayed feedback on online tests. The implications of these findings are discussed, with suggestions for further research in the field

Modelling Online Course Services and Comparison of its Major Providers

Online course has created many success stories since its inceptions. It has opened opportunities for learners, instructors, universities, companies, and other organizations to fulfill their needs in education and even creates new needs which previously are unthinkable possible. Online course providers have central roles in bridging and fulfilling the needs of these many parties. This paper modelled online course services based on identification of the needs for online course in a form of activity flow diagrams. The model also includes the context diagram of stakeholders involved and the entity relationship diagram. Primary service components of major online course providers and activities involved in each service are identified. Based on these service components, a comparison of services offered by major online course providers is given. The needs of services that are least or not yet satisfied from online course providers are also identified to show that there are still opportunities to enhance the current services

Modelling Online Course Services and Comparison of its Major Providers

Online course has created many success stories since its inceptions. It has opened opportunities for learners, instructors, universities, companies, and other organizations to fulfill their needs in education and even creates new needs which previously are unthinkable possible. Online course providers have central roles in bridging and fulfilling the needs of these many parties. This paper modelled online course services based on identification of the needs for online course in a form of activity flow diagrams. The model also includes the context diagram of stakeholders involved and the entity relationship diagram. Primary service components of major online course providers and activities involved in each service are identified. Based on these service components, a comparison of services offered by major online course providers is given. The needs of services that are least or not yet satisfied from online course providers are also identified to show that there are still opportunities to enhance the current services