Towards a generalised e-learning business process model

Modelling learning scenarios is central for e-learning domain. This has been manifested in the proliferation of the different Educational Modelling Languages, as well as in developed e-learning models. However, the existing modelled scenarios are deficient as they lack flexibility and the agility to respond to the dynamic nature of an e-learning process that is suitable to answer learners’ needs. This paper proposes a novel approach to develop a generalised business process model from a set of related business processes sharing the same goals and associated objectives. The proposed approach has been applied in the e-learning domain, which demonstrated its ability to develop a generalised e-learning business process model that is derived from the existing pedagogical models and technology-enhanced learning artefacts. Moreover, the proposed approach has been evaluated to test its effectiveness in generalising a set of business processes, which paves the ground to apply it in different contexts. The generalised e-learning business process model has been modelled using the industrial standard Business Process Modelling Notations (BPMN 2.0) so that processes can be dynamically enacted in service-oriented environments and, at the same time, adapting to answering e-learners’ learning requirements

eLEM: A novel e-Learner Experience Model

Many e-learning artefacts have been developed and promoted based on their ability to enhance learning and e-learner experience. However, there is a lack of precise definition of what the e-learner experience implies and associated models to inform this experience. This paper introduces a novel e-Learner Experience Model (eLEM) along with its roots in: (i) e-learning domain research, and (ii) user experience/usability. It also proposes a definition for the e-learner experience model based on the particularities of e-learning. eLEM has been derived based on a state of the art literature review and consists of a number of constructs along with measures of their effectiveness in evaluating the e-learner experience in an e-learning environment. eLEM has been comprehensively evaluated using a set of sufficient and representative case studies. It has also demonstrated modelling the e-learner’s experience in various contexts and identified four key challenges for further research. Finally, the eLEM has been integrated with the HeLPS e-learning framework and contributed to validating its process-centric models

Impact of Cloud Computing in E-Learning: A Study

Objectives: Increase in the demand of e-learning initiate the need of cloud based e-learning. Review of all cloud based e-learning systems is provided which can be used to develop better e-learning systems. Method/Analysis: E-learning is less steep and easy way to study and discover but still due to need of lot of IT capabilities and infrastructure it is still not so famous in India, with the exploit of cloud computing it can be made more accessible and constructive. A wide survey has been carrying out with more than sixty papers. Each paper was studied in detail and their shortcomings were analysed to give a better idea what to do in future. Findings: It was pragmatic that e-learning solutions are several but cloud based solutions have many shortcomings like sanctuary, contents, services etc. which needs to be addressed. Improvement: While a lot of papers have been studied but still additional papers can be consider and a system can be created in future based on the interpretation of the systems

A hybrid e-learning framework: Process-based, semantically-enriched and service-oriented

Despite the recent innovations in e-Learning, much development is needed to ensure better learning experience for everyone and bridge the research gap in the current state of the art e-Learning artefacts. Contemporary e-learning artefacts possess various limitations as follows. First, they offer inadequate variations of adaptivity, since their recommendations are limited to e-learning resources, peers or communities. Second, they are often overwhelmed with technology at the expense of proper pedagogy and learning theories underpinning e-learning practices. Third, they do not comprehensively capture the e-learning experiences as their focus shifts to e-learning activities instead of e-learning processes. In reality, learning is a complex process that includes various activities and interactions between different roles to achieve certain gaols in a continuously evolving environment. Fourth, they tend more towards legacy systems and lack the agility and flexibility in their structure and design. To respond to the above limitations, this research aims at investigating the effectiveness of combining three advanced technologies (i.e., Business Process Modelling and Enactment, Semantics and Service Oriented Computing – SOC–) with learning pedagogy in order to enhance the e-learner experience. The key design artefact of this research is the development of the HeLPS e-Learning Framework – Hybrid e-Learning Framework that is Process-based, Semantically-enriched and Service Oriented-enabled. In this framework, a generic e-learning process has been developed bottom-up based on surveying a wide range of e-learning models (i.e., practical artefacts) and their underpinning pedagogies/concepts (i.e., theories); and then forming a generic e-learning process. Furthermore, an e-Learning Meta-Model has been developed in order to capture the semantics of e-learning domain and its processes. Such processes have been formally modelled and dynamically enacted using a service-oriented enabled architecture. This framework has been evaluated using a concern-based evaluation employing both static and dynamic approaches. The HeLPS e-Learning Framework along with its components have been evaluated by applying a data-driven approach and artificially-constructed case study to check its effectiveness in capturing the semantics, enriching e-learning processes and deriving services that can enhance the e-learner experience. Results revealed the effectiveness of combining the above-mentioned technologies in order to enhance the e-learner experience. Also, further research directions have been suggested.This research contributes to enhancing the e-learner experience by making the e-learning artefacts driven by pedagogy and informed by the latest technologies. One major novel contribution of this research is the introduction of a layered architectural framework (i.e., HeLPS) that combines business process modelling and enactment, semantics and SOC together. Another novel contribution is adopting the process-based approach in e-learning domain through: identifying these processes and developing a generic business process model from a set of related e-learning business process models that have the same goals and associated objectives. A third key contribution is the development of the e-Learning Meta-Model, which captures a high-abstract view of learning domain and encapsulates various domain rules using the Semantic Web Rule Language. Additional contribution is promoting the utilisation of Service-Orientation in e-learning through developing a semantically-enriched approach to identify and discover web services from e-learning business process models. Fifth, e-Learner Experience Model (eLEM) and e-Learning Capability Maturity Model (eLCMM) have been developed, where the former aims at identifying and quantifying the e-learner experience and the latter represents a well-defined evolutionary plateau towards achieving a mature e-learning process from a technological perspective. Both models have been combined with a new developed data-driven Validation and Verification Model to develop a Concern-based Evaluation Approach for e-Learning artefacts, which is considered as another contribution