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E-LEARNING MANAGEMENT SYSTEM FROM THE PERSPECTIVE OF
THE SOCIAL REQUIREMENTS
By
Abdallah Ahmed Hassan Alia
20139003
Supervisor
Prof. Hamed Al Fawareh
Professor
This Thesis Submitted in Partial Fulfillment of the Master’s Degree in
(Computer Science)
Faculty of Graduate Studies
Zarqa University
Zarqa - Jordan
Second Semester
May , 2016
جبمعت الزرقبء
إقزار التفىيض
المؤسسبث، أطزوحتي للمكتببث، أو/ ، أفىض جبمعت الزرقبء بتزويد نسخ من رسبلتيعبد اهلل احمد حسن علياأنب
. األشخبص عند طلبهم حسب التعليمبث النبفذة في الجبمعتأو الهيئبث، أو
:التىقيع
: التبريخ
Zarqa University
Authorization Form
I Abdallah Ahmed Hassan Alia , authorize Zarqa University to supply copies of my
Thesis/ Dissertation to libraries or establishments or individuals on request, according
to Zarqa University regulations.
Signature:
Date:
ACKNOWLEDGEMENTS
I would first like to thank my thesis advisor Prof. Hamid Fawareh for supporting and
encouraging me to complete this research. I would also like to thank all the faculty
members in the faculty of information technology at the University of Zarqa.
I would also like to thank the colleagues, and the director of the e-learning center in
the University of Zarqa.
Finally, I must express my profound gratitude to my parents and to my friends for
providing me with unfailing support and continuous encouragement throughout my
years of study and through the process writing this thesis. This accomplishment would
not have been possible without them.
i
Table of Contents
Contents Page List of Tables ………………………………………………………………… iii List of Figures………………………………………………………………… iv List of Acronyms……………………...……………………………………… v Abstract In Arabic………………………..…………………………………… vi Abstract In English………………….………………………………………… viii Chapter 1: Introduction 1-4 1.1 Overview…………………..……………………………………………… 1 1.2 Problem Definition ……………………………………………………….. 2 1.3 Research Objectives………………………………………………………. 3 1.4 Research Questions……………………………………………………...... 4 1.5 Thesis Organization …………………………………………………….... 4 Chapter 2: Research Background & Literature Review 5-19 2.1 Introduction……………………………………………………………….. 5 2.2 Requirements Engineering………………………………………………... 5 2.3 Learning Via E-Learning………………………………………………….. 7
2.3.1 E-Learning Platform………………………………………………… 8 2.4 Course Management System……………………………………………… 11 2.5 Social Requirements ……………………………………………………… 12 2.5.1 Social Networking Platform Supporting E-Learning……………….. 15 2.6 Related Works…………………………………………………………….. 16
Chapter 3: Research Methodology 20-24 3.1 Introduction……………………………………………………………….. 20 3.2 Requirements Elicitation Process…………………………………………. 20
3.2.1 Understanding The Application Domain…………………………… 21 3.2.2 Identifying The Sources of Requirements (Problem To Be Solved) 21 3.2.3 Analyzing The Stakeholders………………………………………... 21 3.2.4 Proposed Technique ……………………………………………….. 24
Chapter 4: Implementation Technique 25-40 Implementation Technique……………………………………………………. 25 4.1 Initial integration step…………………………………………………… 25-40
4.1.1 Learning Management System ………………….…………….... 27 4.1.2 Course Management System …………………………………… 29 4.1.3 Features of LMS And CMS……………………….……………. 30 4.1.4 Integration of LMS And CMS………………………………….. 32 4.1.5 Framework Algorithm( LIC)…………………………………….. 33 4.1.6 Implementation The Algorithm (LIC)…………………………... 37 4.1.7 Case Study of The Algorithm( LIC)……………………………. 38 4.1.8 LIC User Used…………………………………………………... 40 4.1.9 Ethical Considerations…………………………………………... 40 4.1.10 Conclusion (LIC) Integration of LMS And CMS………………. 40
ii
Contents Page The social integration step …………………………………………………... 41-60 4.2 The social integration step………………………………………………… 41 4.2.1 Current Social Requirements Used In E-Learning Systems…………... 41 4.2.2 Requirements LMS And SR…………………………………………... 43 4.2.3 Benefits Integration New Social………………………………………. 49 4.2.4 Choose Best The Social Network Can Be Integration ………………. 51 4.2.5 Integration LMS With SR (LICS) …………………………………... 52
4.2.5.1 Component Learning Management System ….……………….. 52 4.2.5.2 Components Social Requirement …………….………………. 53
4.2.6 LMS Via SR (Moodle-Facebook Case Stady)……………………….. 54 4.2.7 Integration Framework of LMS And SR (LICS)……………………. 55 4.2.8 Implementation Framework(LICS)………………………………….. 58 4.2.9 Results Analysis of Moodle And Facebook Case Study……….…… 59 4.2.10 The Algorithm (LICS)………………………………………….……. 60 Chapter 5: Result and discussion 61-675.1 Introduction………………………………………………………………. 61 5.2 Results In The Initial Integration Step……………………………………. 61 5.3 Results In The Social Integration Step…………………………………… 63 5.4 Prototype Implementation (LICS)……………………….……………….. 65 5.5 Evaluation LMS Via SR (Moodle – Facebook) ………………………… 67 Chapter 6: Conclusion And Future Work 71-726.1 Conclusion………………………………………………………………... 71 6.2 Future Work .……………………………………………………………... 72 References……………………………………………………………………. 73 Appendices…………………………………………………………………… 76-82Appendix A: Questionnaire About The Use of Social Media……………… 76
Appendix B: Interview……………………………………………………… 78 Appendix C: Code of The Implementation Algorithm LIC………………. 79
iii
List of Table
Figure Name Page Table. 1 Main Features In LMS 27 Table. 2 Classification Features In LMS 28 Table. 3 Framework of The LMS 28 Table. 4 Framework of The Course Management System 30 Table. 5 Compare The Features CMS With LMS 31 Table. 6 Compare The Used Features In LMS With CMS 31 Table. 7 E-Learning Systems Comparison 41 Table. 8 Social Requirements Common In The Open Source E-
Learning Systems 42
Table. 9 Alexa Rank 44 Table. 10 Social Networking Sites Specific Characteristics 45 Table. 11 Social Networking Sites Characteristics 45 Table. 12 Compared To Be Met By Social Network Properties 46 Table. 13 Social Networks In The Educational Process 47 Table. 14 Alexa Rating 48 Table. 15 Operating Environment 48 Table. 16 Component Learning Management System 53 Table. 17 Component Social Media 54 Table. 18 Common Characteristics Between E-Learning And Social
Networking Systems 55
Table. 19 Group of Tables Results Analysis of LMS(Moodle) And SR(Facebook)
59
Table. 20 Results Measure Effect of Using Social Communication In Education
62
Table.21 Results Measure Effect of Using Social Communication In Education
68
iv
List of Figure
Figure Name Page
Figure. 1 Course Management System Environment 11 Figure. 2 Social Network 13 Figure. 3 Level Requirement Elicitation 20 Figure. 4 Work Flowchart 25 Figure. 5 Course Management Systems 29 Figure. 6 Algorithm( LIC) 33 Figure. 7 Integration of CMS And LMS {CMS} {LMS} 34 Figure. 8 Framework The Algorithm (LIC) 36 Figure. 9 Screen The Implementation Algorithm (LIC) 37 Figure. 10 Screen Course Management Systems 38 Figure. 11 Screen Learning Management System 39 Figure. 12 Screen Enrolled User In Learning Management System 39 Figure. 13 Requirements Intersection of LMS And SR 43 Figure. 14 Framework (LICS) 56 Figure. 15 Features Available In The Facebook Groups Used In The
Educational Process By The Proposed Model 65
Figure. 16 Add Lecture In Course (Text , Photo) And Group Chats And Add Tag
65
Figure. 17 Add Member (Student & Teacher & Others) 66 Figure. 18 Add Event 66 Figure. 19 Add Photos 67 Figure. 20 Add File 67 Figure. 21 Impact And Not Impact of Social Media On The User 69 Figure. 22 Cooperation And Interaction And Not Cooperation And
Interaction 69
Figure. 23 Rate of Day of Use 70 Figure. 24 Rate of Time of Use 70
v
List of Acronym
Short name Name
AIS Academic Information System CMS Course Management System CRM Customer Relationship Management CSV Comma Separated Values ERP Enterprise Resource Planning LCMS Learning Course Management System LCMSR Learning Course Management Social Requirement LIC Learning Integration Course LICS Learning Integration Course Social LICSR Learning Integration Course Social Requirement LMS Learning Management System RS Registration System SR Social Requirement TD Traditional Education UIS User information System VLE Virtual Learning Environment
vi
إدارة أنظمة التعلم اإللكتروني من منظور المتطلبات االجتماعية
إعداد
عبداهللا أحمد حسن عليا
إشراف
حامد الفواعرة. د .أ
الملخص
. إلدارة المواد التعلم نظام إدارة في الوقت الحاضر على استخدام المؤسسات التعليمية تعتمد
األقران عبر اإلنترنت من خالل منصة التعلم معإشراك الطالب في أنشطة التعلم المفيدمن و
المتوفرة في أنظمة بالرغم من العديد من المزايا و .اإللكتروني التي توفرها المؤسسات التعليمية
النقص والقيود والتحديات التي وذلك بسبب ،وفر أفضل بيئة للتعليم تال االتعلم االلكتروني فإنه
إن المميزات التي تفتقر إليها أنظمة التعلم االلكتروني هي التفاعل بين اإلقران والتكامل ،تواجهها
ويعد ذلك لعدم اخذ المتطلبات .مع بيئة التعليم التقليدي في تشكيل الفصول االفتراضية
م أنظمة التعلي يمكن القيام بهذه األنشطة من خالل إدخال ،بعين االعتباراالجتماعية المختلفة
لتمكن الطالب الصفحاتالشبكات االجتماعية مثل الصداقة وإدارة مجموعة و مميزاتالتقليدي
المحتوى الطلبة على خلق تنظيم عملهم والحصول على التغذية الراجعة من األقران، لتشجيع من
. الخوالتشارك
vii
لكتروني سيحققإدراج المتطلبات االجتماعية إلى أنظمة التعليم االالبحث إلى أن هذا ويشير
نظام ،عن طريق استخدام نظام إدارة المقررات والدعمالطلبة تشجيع والتفاعل التكامل و
نظام إدارة لتحقيق هذا الهدف قمنا بدمج أنظمة التعليم االلكتروني الحالية مع الشبكات االجتماعية
و. حيث تم تحديد المتطلبات من خالل متطلبات االستنباط ، و نظام الشبكات االجتماعية المواد
باعتباره اختيارا مثاليا للمحاآاة في بيئة نظام إدارة المقررات نظام تحديد هوية خالل يتم ذلك من
من خالل التعلم نظام إدارة معوتكامله . المؤسسات التعليمية في تشكيل فصول التعليم التقليدي
لزيادة التفاعالت من خالل ربط مكونات الشبكات االجتماعية ستخدام و ا . (LIC)موديل جديد
(LICS) .من خالل موديل جديد.الشبكات االجتماعية مع مكونات التعلم نظام إدارة
المستخدمة حيث تمت عملية تكامل نظام إدارة المواد مع نظام األنظمةالتقييم على وتم إجراء
وأيضا تم . للفصول التعليم التقليدي ةالنتيجة تشكيل فصول افتراضية مشابه وآانت، التعلمإدارة
و أشارت ،محاآاة لكيفية دمج مكونات نظام إدارة التعلم مع مكونات الشبكات االجتماعية اءأجر
نتائج البيانات التي تم جمعها أن خدمات الشبكات االجتماعية يمكن أن تكون تعليمية وتحقق
، والتكامل الغير متوفر في أنظمة إدارة التعلم حسب استطالع اجري مع فئة من الطالبالتفاعل
والشبكات االجتماعية داعم أساسي لتكامل أنظمة التعلم الموادوبالتالي تكون أنظمة إدارة
.االلكتروني
viii
E-LEARNING MANAGEMENT SYSTEM FROM THE PERSPECTIVE OF THE SOCIAL REQUIREMENTS
By
Abdallah Ahmed Hassan Alia
Supervisor
Prof. Hamed Al Fawareh
ABSTRACT
Educational institutions depend at present on the use of the learning management
system to manage materials. And it would be good to involve students in learning
activities with peers online through the e-learning platform provided by educational
institutions. Although there are several available features in the e-learning systems, it
does not provide the best learning environment. Therefore, constraints and challenges
facing the e-learning systems, the features that are lacking in e-learning systems is the
interaction between the peers and integration with traditional education environment
in the form of virtual classrooms.
This is not to take into account the different social requirements and can carry out
these activities through the introduction of the traditional and the advantages of social
networking education systems, such as friendship and managing groups and pages
enables students to organize their work and get feedback from peers nutrition, to
encourage students to create content and share etc.
And it directs the researcher to that the inclusion of social requirements to e-learning
systems will achieve integration and interaction and encourage students and support
ix
through the use of courses management system and social networking system. To
achieve this goal, we have to integrate the current e-learning systems with courses
management system and social networking system, where requirements identification
through elicitation requirements. This is done through a system of identification
courses management system as an ideal choice for the simulation environment in
educational institutions in the formation of the traditional classroom education, and
integration with learning management system through a new model LIC. And the use
of social networks to increase interactions in e-learning by connecting learning
management system components with social networking components . Through a new
model LICS.
Assessment was conducted on the systems used, where it was the integration of
materials management system with the process of learning management system, and
the result was the formation of virtual classes similar to traditional education classes.
And it was also conducted a simulation of how to integrate learning management
system components with social networking components , and data collected results
indicated that social networking services can be educational and check the reaction of
others and integration available in the learning management systems, according to a
survey conducted with a class of students, and therefore systems be management
courses and social networks are an essential supporter of the integration of e-learning
systems.
1
Chapter 1
Introduction
1.1 Overview
In the developments of the education sector today, we must wonder where our position is in
light of these scientific and industrial revolutions. The education sector still depends on
traditional teaching methods, which are not compatible with the student and teacher in the age
of the development of information, communications and hardware technology.
Traditional education at the present time has not added educational content to the new
generation. Traditional education alone cannot keep up with modern thought and the
education sector needs to shift quantity and type of students in the twenty first century.
Several researches confirmed the importance of integrated education in student learning and
improved achievement levels and attitudes toward learning in general. A research carried by
node learning technologies network (The Node Learning Technologies Network, 2001)
pointed out the same results of traditional learning, also, the research shows the weakness of
the use of traditional factors in the application of each of them.
Some researchers have shown that the interaction and cooperation provided in the e-learning
systems is low compared with the interaction and cooperation in the available environments
social requirements (Ractham and Firpo,2011).
HagitMeishar-Tal et al, proved that the users of social requirements in the educational process
instead of e-learning systems and the social media users are more effective than users of e-
learning systems (Meishar et al.,2012).
2
1.2 Problem Statement:
In this thesis, we applied different learning methods to get an optimal teaching and learning
strategy. This strategy depends on integrating of e-learning traditional education, and social
requirement. The strategy leads to avoid the weakness in learning and traditional learning.
Integrated strategy aims to integrate the traditional education feature inside the classroom,
with the new technology. The strategy will improve interaction and appropriate self-directed
education by students.
The developments that have taken place in different areas of social requirements, and the
people who attend on the social requirements led to move away a lot of support of e-learning
systems. Resulting in drawing people to use social requirements in the educational process
instead of using e-learning systems.
The lack of using e-learning systems happens in education intuitions because they do not use
advantages of the social requirements. The social requirements began to impose themselves
dependent on social networks growing in popularity.
The social requirements facilitate the involvement of the learner process and make it in the
heart of the educational process. Social requirements use several components that interact
with the learner more than others, such as group discussions, cooperative ventures and many
other features.
Furthermore, the lack of integration of e-learning systems with the traditional share of
education systems dramatically cause people turn away from the use of e-learning systems.
3
The integration of e-learning systems with traditional education systems, represented by
course management systems and integration with the social requirements will have the ability
to improve, support and build privileged system. This integration is one of the most important
challenges to this research.
1.3 Research Objectives:
The main objective of this research is to develop an interactive E-learning Management
System (LMS), the perspective of the social requirements to support teaching and learning
functions. This research aims to achieve the following objectives:
1. Developing a model to enable creation, registration course student and teacher in e-
learning management system, in presence of social requirements.
2. Developing mechanisms for exchange the database and the information stored
between CMS and LMS, as well as manage users of the system and the workflow of
the course materials in CMS. The developed mechanism takes into account the
presence of the proposed social requirements.
3. Developing a model to enable creation, storing, publication and sharing of course
materials from Learning Course Management System LCMS to social system.
4. Facilitating many of the challenges that face instructors and learners, in the class room
formation in the presence.
4
1.4 Research Questions
The above specific objectives will be implemented based on the following research question
(RQ):
RQ1: How can course materials be made available and sharable among several students and
teachers?
RQ2: In which ways can the CMS -LMS database and the information stored inside,
including course materials?
RQ3: How can learning materials content be made available and sharable social?
1.5 Thesis Organizations:
This thesis is organized in six chapters.
Chapter two gives a review of available relevant literature. It begins with a general
background of the requirement engineering, e-learning management system, social
requirement and course management system. Then some of the previous studies are
mentioned. Chapter three will discuss the research methodology. Chapter four explores the
implementation of the new system as a prototype. Chapter five explains the results and
experimental studies. Finally, Chapter six gives the research conclusions, and
recommendations for future work.
5
Chapter 2
Research Background & Literature Review
2.1 Introduction
This chapter consists of six sections. The second section discusses requirements engineering,
the third section discusses e-learning, the fourth section explains the social requirements, the
fifth section investigates the course management system, and the last section focuses on the
related work.
2.2 Requirements Engineering
Requirements engineering is a set of activities concerned with identifying and communicating
the purpose of a software-intensive system, and the contexts in which it will be used.
Requirements engineering acts as the bridge between the real-world needs of users,
customers, and other constituencies affected by a software system, and the capabilities and
opportunities afforded by software-intensive technologies (Steve,2004). Requirements
engineering tools are primarily designed to support a relatively small group of experts in the
capturing, structuring, development, and management of software requirements (Lohmann et
al .,2009) .
Requirements is what we want to know, from a variety of people. These people may have a
variety of goals. Their goals may not be clear, or it may be difficult to express. You may not
know what they want or what is possible (Steve,2004). Engineering understanding the
requirements that have been collected during the application of systematic analysis techniques
(Steve,2004).
6
In this thesis, we will identify the social requirements according to the demand. To achieve
this object, social interaction and cooperation will be one of the e-learning features. The
requirements engineering consists of a set of processes (Rößling et al .,2008).
This thesis focuses on elicitation, which is important to the user social requirements of e-
learning system. The process will require the identification of stakeholders requirements
related to the system of e-learning. To do that, we use requirements elicitation method such as
interviews, questionnaire, task analysis and domain analysis.
Based on these processes available in the requirements elicitation, the systems analyst has to
determine how to achieve e-learning system with the process of social requirements.
Furthermore, the analyst including the social requirements as one of the features in the e-
learning system implementation (Oliveira and Mesquita,2007).
7
2.3 Learning via E-learning
Learning is a process by which an individual assimilates information, ideas, values,
knowledge and skills are acquired. Learning activities can be classified to learning formal and
non-formal.
Formal learning is a learning that occurs in an organized and structured environment (such as
in an education or training institution or on the job) and is explicitly designated as learning (in
terms of objectives, time or resources). Formal learning is intentional from the learner’s point
of view. It typically leads to certification. Learning that occurs in an organized and structured
context (in a school/training centre or on the job) and is explicitly designated as learning (in
terms of objectives, time or learning support). Formal learning is intentional from the
learner’s point of view, it typically leads to certification (cedefop.2015).
Informal learning is a learning resulting from daily activities related to work, family or
leisure. It is not organized or structured in terms of objectives, time or learning support.
Informal learning is in most cases unintentional from the learner’s perspective
(codecall.2015).
Nowadays, using a new technology is various aspects of our daily life leads to a new type of
learning called e-learning. E-learning is the process of providing education over the internet
and computers. Some means of e-learning include electronic multimedia, such as audio, text,
images, video, etc. Each produces an immense learning and enjoyable atmosphere for the
student. Also, e-learning isn’t bound to the classroom. This promotes a greater level of
distance learning for everyone involved. It is a great option for those who can’t afford their
time and circumstances to attend lectures or live near a university. It is a self-paced and
asynchronous process of learning (codecall.2015).
8
Horton defined e-learning as any use of web and internet technologies to create learning
experiences and enable people to learn anytime and anywhere (Horton,2003).
Clark also said e-learning method of using digital device such as a computer or mobile device
that is intended to support learning. Such a device stores and transmits lessons on CD-ROM,
local internal or external memory, or servers on the internet, uses media elements such as
words and pictures to deliver (Clark and Mayer,2011).
E-learning activities can be classified according to their time dependence as:
1- Synchronous: needs to learn the need for a student and teacher at the same time, via
intranet or internet.
2- Asynchronous: e-learning in which teachers and students are involved in learning
activities at different times, through Internet or intranet but their interactions are not
done in real time (Clark and Mayer,2011).
The most common teaching methods in education is the asynchronous one, and there are
many educational institutions use many education systems including learning
management systems, and other sources of online learning, video conferencing
technologies , other audio and visual technologies.
2.3.1 E-learning platform
E-learning platform is a software application that integrates different management
tools, communication, evaluation and monitoring, etc. The e-learning platform aims
at providing technological support to teachers and students to optimize the various
phases of the teaching-learning process, either the educational process completely
remote classroom or mixed nature. Furthermore, it combines both modes in different
proportions (HomeroCanales and FernandoGarcia,2007-2008).
9
Depending on the functionalities and the goals of the e-learning platform we can classify them
as follows:
1- Learning Management System (LMS)
Recesso defined LMS to be a system that works on the educational process management and
learning management tools on the Internet or internal network. It connects the contents of
learning and learners to gather. It manages users, educational materials and learning events. It
manages learning progress and track performance and manages administrative tasks
(Recesso,2001).
LMS refers to systems that support the management of learning activities as well as course
related administrative activities. Features include discussion or chat space, test creation and
delivery tools, file sharing tools, student and course management features, assignment and
grade management utilities, and others. LMS is a software system designed to facilitate
administrative tasks as well as student participation in e-learning materials (Recesso,2001).
Abbas and Aris extends LMS to the classroom and its activities online; There by, connecting
students to each other and their instructors. Empowering web-based sharing of research
materials, library resources, and even text books. They are integrating learning activities with
administrative systems. Through LMS technology, faculty members can amplify their
teaching with powerful online tools. Students can use these tools to increase their contact with
teachers. By adopting such technology across various educational sectors (Sejzi and Arisa
,2013).
LMS includes features like discussion forums, chat, management file, assessments
management, wiki, content management, video conferencing facilities, messaging systems,
rating systems for courses, and others (Rožac et al., 2012)
10
Now days, LMS can also be called a learning portal (or a performance portal) and can look
like a typical intranet or website. There are a lot of open source e-learning platforms available
on the web. Many of which provide really competent features. Some of LMS open source
system are: Moodle, E-front, Atutor, Dokeos and Docebo. The moodle is a popular LMS.
A LMS is a software package that enables the management and delivery of course content and
resources to students (trainingforce,2015). Most LMSs are usually web based systems that
allow students to access learning materials from anywhere and at any time
(trainingforce,2015). Typically, LMSs allow students to register for a particular course and
they provide facilities for instructors to create and deliver content, monitor participation of
students and assess their performance (searchcio,2015).
Registered students can use LMS's interactive features such as threaded discussion forms,
video conferencing facilities, and messaging systems. The moodle is one of the best learning
management systems, Nadire Cavus work compared moodle system with five other e-learning
systems. his study shows that moodle is one of the best system (Cavus et al ., 2014). Ajlan,
also provedinhis study that the moodle system is one of the best system e-learning (Ajlan et
al ., 2012).
2- Content Management System (CMS)
CMS is a system used to manage the content, and contain the most basic functionality. CMS
is an easy and collaborative environment and used in creation of documents, lessons and other
content. CMS system may also provide tools allows publishing, editing , modifying content
and maintenance by combining rules, processes, from a central interface. CMS a repository
for content, the content could be textual data, documents, movies, pictures, phone numbers,
and/or scientific data. Where it is needed to generate the content within the system. Among
11
Course management system
Academic information system
Registration system
Student information system
the communication tools can be found forums, email and chat (tutorialspoint,2015).(
HomeroCanales and FernandoGarcia,2007-2008).
3- Learning Content Management Systems (LCMS)
LCMS Produced from the integration of LMS and CMS in a single environment. Aim
primarily at managing the delivery of course content. The LCMS facilitates organization of
content from authoring tools, and presentation of this content to students via the LMS
(Jacobsen.P.,2002). ( trainingforce,2015)
Often used interchangeably with LCMS is the Virtual Learning Environment (VLE). VLE
with its focus on the learning space and on the idea of a platform that supports the whole
range of learning activities as a standalone integrated virtual environment. Such as
Blackboard, Saba,ATutor,Claroline, Dokeos and Moodle (Jacobsen.,2002).
2.4 Course Management System (CMS)
CMS is a collection of software tools providing an online environment for course interactions.
That enables the instructor or student to create online course and without having to handle
HTML or other programming languages (Abdullah,2014).A CMS includes a variety of online
tools and environment. They are student information system, registration system, and
academic information system, as show in Figure. 1.
Figure. 1. Course Management System Environment
12
CMS used in educational institutions for the registration of students, teachers and materials
and faculties and departments data and it works on the organization of the instruction work of
the foundation. As an operating environment within university or schools environment, and
taking important role in the academic enterprise of teaching and learning. This environment of
software tools interactive with some in educational institutions (Krishan,2014) CMS have
become part of the higher education landscape and likely to occupy an ever increasing and
prominent role in teaching and learning process (John,2003). CMS was selected because of
the rich features, the software provides for learning, registration course student and teacher in
classroom.CMS integration block which would simplify the integration process using any
version of LMS.
2.5 Social Requirements
The subject of social requirements became part of the priorities of interested organizations,
where it is difficult for the management of any organization to ignore, though there is no
agreement on a specific type of social requirements of the organization, and different
organizations in the use of those requirements in accordance with the needs of the
organization, sociology has been known to social demands on it the study of the social lives
of individuals, either in groups, or communities, have sometimes defined as a study of social
interactions(Wikipedia,2015).
The social requirements help to widening circle of social relations, and take personal
responsibility and attention, and independence academic and social independence, through
social networking. Social network is a social structure made up of individuals or organizations
called nodes, which are connected by more than one type of bonding, such as kinship,
13
friendship, common interests, exchange transactions, football, cultures relationships,
relationships of knowledge and beliefs (reniashellyana,2015) .
Nodes represent the relations between the actors in network. There can be many types of
relations between the nodes or more held. Social network, in its simplest form, is a map of the
specific relationships between nodes, where the nodes represent people or organizations and
relationships are the lines, as show in Figure. 2
Figure. 2 : Social network nodes
The social networking services are a set up by companies and program them to collect users
and friends .To share activities and interests, to search for making friends and search for
activities. That concerns other people. Most of the existing social networks currently are
provide a range of services to users such as instant messaging and private messages and e-
mail, video, blogging and file sharing and other services (Ellison,2007).The social networking
brought about major change in how communication and participation between people and
communities and information exchange. Social networking gathering of millions of users at
the moment and classified according to their nature of social networking to a range of
categories (Kaplan and Haenlein,2010). Social media includes a diversity of applications with
different core functions and structures. The most popular and high profile social media are
(Cho,2013).( Mayfield,2008):
14
1. Social Networking sites.
2. Blogs.
3. Wiki.
4. Forums or online message boards.
5. Podcasts.
6. content communities
Social networking represents a quantum leap in communication through the World Wide Web
interactively much larger than the former. The use of the Internet and mobile technologies to
turn communication into interactive dialogue called social media and social networking.
Andreas et.al, defined social network as a set of internet applications that build on the
ideological and technological bases of web 2.0, which allows the creation and sharing of
content that is created (Kaplan and Haenlein ,2010).
According to different studies (Mayfield,2008). There are basically seven kinds of social
media:
1. Social networks: These sites allow people to build personal web pages and then connect
with friends to share content and communication. The biggest social networks are
MySpace, Facebook and Bebo.
2. Blogs: Perhaps the best known form of social media, blogs is online journals, with entries
appearing with the most recent first.
3. Wikis: These websites allow people to add content to or edit the information on them,
acting as a communal document or database. The best-known wiki is Wikipedia4, the
online encyclopedia which has over 2 million English language articles.
15
4. Podcasts: Audio and video files that are available by subscription, through services like
Apple iTunes. Forums are as for online discussion, often around specific topics and
interests.
5. Forums: Came about before the term social media and are powerful and popular elements
of online communities.
6. Content communities: Communities which organize and share particular kinds of content.
The most popular content communities tend to form around photos (flickr), bookmarked
links (del.icio.us) and videos (youtube).
7. Micro blogging: Social networking combined with bite-sized blogging, where small
amounts of content are distributed online and through the mobile phone network. Twitter is
the clear leader in this field.
2.5.1 Social Networking Platform Supporting E-Learning
Social networking provides features and characteristics developed to support learning. Some
of these features are:
1. Participation: Social media encourages contributions and feedback from everyone who is
interested. It blurs the line between media and audience.
2. Openness: Most social media services are open to feedback and participation. They
encourage voting, comments and the sharing of information. There are rarely any barriers
to accessing and making use of content – password-protected content is frowned on.
3. Conversation: Whereas traditional media is about broadcast (content transmitted or
distributed to an audience) social media is better seen as a two-way conversation.
4. Community: Social media allows communities to form quickly and communicate
effectively.
16
5. Communities: Share common interests, such as a love of photography, a political issue or a
favorites TV show.
6. Connectedness: Most kinds of social media thrive on their connectedness, making use of
links to other sites, resources and people (Mayfield,2008).
Social media, through blogs, social network, web forums and other from the social media, can
provide teacher and students a space in which they can discuss their experiences and their
lessons. The social media of educational helps the teacher, student establish a long lasting
relationship and powerful interactions with each other. These interactions help them
determine educational organizations needs. This process results increased interactions,
strengthening their learning process (Mohammadian and Mohammadreza,2012). The most for
poular social network are Facebook , LinkedIn , Twitter, Google+ , Pinterest and YouTube
(Sample Social Media Tactical,2015).
2.6 Related Works
Jernej and Matevž Proposed an integration of e-learning systems with social networks and
displays its supporting software. The author solved the low level of interaction between users.
Through Direct relationship between learning content and communication between users and
teachers in e-learning systems. Suggested use of social networks to increases the interaction
between users in e-learning environments. The approach depends on the virtual classroom,
integrating e-learning system coom with facebook. The weakness of this approach is that it
used coom system during the integration process which leads to difficulty of use because the
user systems independently. Furthermore, will approach not achieves the integration between
traditional and e-learning . the coom is a LMS with a complete support for the production and
distribution of multimedia-based lectures .(Jernej and Matevž ,2012).
17
Du et.al. Developed an interactive and collaborative platform e-learning system . His
approach combines the advantages of learning management system and social programs. Then
the platform user can build and expand personal social network. Finally the proposed system
allows the users to have their own interaction account. The disadvantage of this platform in
that it is limited to the social feature in e-learning system such as blogs and forums. The
platform didn't use the available social system features. The advantage of his platform
increases interaction between the e-learning users (Du et al., 2013)
Saračević and Muzafer . Use of new technology in the institutions, to improve the quality of teaching
and learning, through the development of learning content management systems (LMS, LCMS),to
gain access to educational content and easily educational activities, and the increasing spread of the
networks of social interaction. It has an important role in social interaction, and the sharing of
resources increasingly to learn, as well as the ideas and opinions through discussions and
presentations, blogs, comments, etc. They offer a range of features that must be available in e-learning
systems in the future:
1. Formal methods and informal education and the integration of the shift toward
collaborative learning.
2. Improve the control of the students.
3. Connect or integrate LMS with well-known warehouse where learning objects are stored.
This way you will create a kind of super data base where LMS will become a kind of
distribution warehouse, to search directly, the full potential on the Internet transmission of
educational material between e-learning systems.
4. Full re-use of objects based learning on the Web to learn from one system to another.
5. Possibility of creating shared libraries or media with stores to learn from the different
environments LMS.
18
6. Installation of external functions that are not products of the company which owns the
LMS.
7. LMS integration with ERP. ERP (enterprise) is a system that allows the integration of
services through a single object resource planning. CRM (customer relationship management)
is a system that helps manage customer relationships.
8. Improve the relationship between the LMS with the contents of the media, the balance
between control and freedom of LMS customers to enable them to join the quality and the
quality of learning, activities and support (Saračević and Muzafer ,2015).
Jurubescu. Development the related tools with e-learning, and relationship with other
concepts. Such as knowledge management, human resources management, enterprise resource
planning and information technology. The advantage is that he is provided us with a set of
ideas that contribute to the development of e-learning systems, by integrating e-learning
systems with other systems (Jurubescu,2008).
Hagit Meishar-Tal et.al. Use of facebook as an alternative to the LMS, serving as a platform
for delivering content and maintaining interactions among the students and between the
students and the instructor. And Analyzed the differences between facebook and learning
management system such that. Ownership, login, creating and sharing content, content
management, organizing content, relationship between content and interaction, synchronous
interaction and assessment tools. Despite the significant differences between the facebook
group and the traditional LMS, use the facebook group as an alternative to an LMS (Meishar-
Tal et al.,2012).
Kurtz. Study the effect of integrating facebook group and course website on participation and
perceptions on learning. Such that use of two virtual platforms for learning. Show that
facebook , can be used for discussion and exchange of knowledge. Students reported that
facebook helps enhance the interaction and social learning processes with emphasis on the
19
involvement of the learner, and contribute effectively, and frequent interaction with peers and
the instructor (Kurtz,2014).
Lonn. Study the issue of interaction and collaborate in the learning management system,
through a set of tools that support of synchronous or asynchronous interaction between site
members. Show results that students successfully used the LMS to interaction and collaborate,
through announcements, chat, discussion, email and wik. But there were limitations on
interaction and collaborate in LMS (Lonn,2009).
Cavus and Zabadi. Study the issue of choosing the best learning management system open
source. From During comparing the best communication tools and focuses popular. Such that
select six of LMS (ATutor system, Claroline, Dokeos, Elias, Moodle, and Sakai ). The
comparison showed the six open source learning management that Moodle and ATutor about
to get the best communication tools with a user friendly interface systems (Cavus and
Zabadi,2014).
20
Chapter 3
Research Methodology
3.1 Introduction
The issue of social requirements in the e-learning depends on the improvement of
collaborative activities, and the impact of social requirements is produced through the
effective cooperation between the members. In order to ensure effective cooperation and
participation, we need to software engineering to gather information in order to discover the
social requirements in e-learning. Social aspects of software engineering based on social
requirements such as motivation, bonding. Social requirements increase social interaction in
e-learning. You can improve social interaction in e-learning by increasing social requirements
in the design of e-learning system, and through the requirements required by users. The
contents of the e-learning and social requirements help to increase the use of e-learning
system.
3.2 Requirements Elicitation Process
In this thesis, we will use the requirements elicitation spotted social requirements, according
to the requirements elicitation process by understanding the application domain, identifying
the sources of requirements, analyzing the stakeholders and selecting the techniques,
approaches, tools to use, as show in Figure. 3 (Prof.Armin et al.,2015)
Figure.3 level requirement elicitation
21
3.2.1 Understanding the application domain: Learning Management System (LMS) refers to
systems that support the management of learning activities as well as course related
administrative activities. features include discussion or chat space, test creation and delivery
tools, file sharing tools, student and course management features, and assignment and grade
management utilities, others.
3.2.2 Identifying the sources of requirements (problem to be solved) :
1. Show the weakness of the current use of traditional education and e-learning system.
2. Lacks of using the advantages of the social requirements,in e-learning systems.
3.2.3 Analyzing the stakeholders by interview them.
We conducted an interview with stakeholders to learn social requirements related to e-
learning system (see appendix B). Through the interview, which was conducted, it shows that
stakeholders need a set of requirements that help to facilitate their work on the e-learning
system. The social requirements requested by the stakeholders are divided into two types:
1. The issue of the electronic processing of virtual classrooms:
Get rid of manual and paper-based business in the e-learning system processing, used in
processing electronic virtual classrooms similar traditional education in classroom. These as
actions take time and effort during the processing e-learning system.
2. The issue of social interaction:
The social interaction in e-learning system with a limited number of activities used within the
system (example: messaging, chat, forums, wiki). These activities are confined within the e-
learning system environment, any interactions it's closed on itself within the course and the
members of its participants in course. Course need to pre-processing of the teacher, until they
are dealing with the course.
22
During the interview stakeholders pointed to the need to increase social interactions. Because
of the interactions between students and teachers be present inside the classroom in the
traditional education (classrooms).These interactions expire once they are out of the
framework of the educational institution. Pointed stakeholders that they need to be continued
interaction and cooperation between students and teachers outside the classroom (traditional
education).The local community and global in the education process. In the following main
questions and answered by stakeholders:
• How to form a traditional classroom?
The stakeholders answer that are formed by a group of systems within the institution known
as the admission and registration systems .
• How to increase the interaction within the e-learning systems?
The stakeholders answer through an increase in the presence of media and social networks.
Where social requirements have these requirements demanded by everyone in the various
fields of entertainment, advertising, education, building social relationships and
communication.
• How to form the electronic classroom?
The stakeholders answers through a series of stages, including
1. Data entry user (student, teacher, manager).
2. Data entry colleges, departments and course.
3. Registered users for course data entry.
4. Distribution of roles to users.
23
These stages are the same stages that occur in the processing of traditional education, but in
different operational environments and how to deal with the data as both the e-learning
systems and materials management systems, have different installation at how working with
data. Where we are in the process of e-learning systems processing using excel files under
extension (CSV). This requires time and effort in the process of file processing. The
interview, which was conducted, helped to define the requirements that we need to build a
new model.
Through the use of requirements elicitations that are part of the software engineering that will
contribute to the development of systems, and also use the re-use requirements. Which aims
to use existing systems to create a new system serves the stakeholders. Also ease the material
cost. It is also working on the unification of users systems. For example unify password
between the e-learning and management system materials. Also recorded course by users and
retention on users roles. This leads to increased demand for the use of e-learning system by
teachers and students. The reason for this is due to move away from manual work in
preparing virtual classrooms.
The result of the interviews with learning staffs. The following components are found as the
most essential for the system to provide. It shall overcome problems related to manual and
paper-based activities, automate most of the feasible tasks such as course management
system, Social Requirements, and provide ease of use of the learning management systems for
the members.
1. Course Management System (CMS).
2. Social Requirements (SR).
24
3.2.4 Selecting the techniques, approaches, tools to use:
The research approach is integration approach, the approach which works to build a new
model, where done the build the new model in two steps.
First step: Integration of learning management systems with electronic course management
system process.
This carried out through a set of processes as follows:
1- Study a current of open source learning management systems and course management
system.
2- Specify features of learning management systems and classification features.
3- Specify features of course management system and classification features.
4- Built Learning Integration Course (LIC) integration between LMS and CMS.
Second step: Integration of LIC with the tools of social media process.
This carried out through a set of processes is as follows:
1- Study the most important of the social media.
2- Chose best the social media can be integration.
3- Built Learning Integration Course Social (LICS) integration between Learning Course
Management System (LCMS) and social media.
25
Chapter 4
Implementation Technique
The e-learning structure depends on traditional education (CMS) and social networks systems,
known as social requirements. In this thesis, the one step we suggested a model for integration
of traditional education systems (CMS) and social networks systems with learning
management system. This model will benefit from current open source system components to
build electronic education system, integrated, collaborative and interactive.
Through prototype model design, depend on integration the e-learning components with
traditional education systems components (CMS). The second step in this model integrates
the prototype model with social networking components, as shown in the following Figure. 4.
Figure. 4 work flowchart
SR
LCMSR
LMC CMS
LCMS
Start
Step1. initial integration Step2. social integration
LIC
LICS
26
The proposed model consists of two steps as shown in Figure. 4:
Step 1 initial integration: this step integrates learning management system components with
the courses management systems components. Section 4.1 explains this step in more detail.
Step 2 social integration: this step integrates system components resulting from the first step
with social networking components. Section 4.2 explains this step in more detail.
4.1 Initial integration step
Initial integration step, used of two open source systems (software applications), LMS and
CMS. Were integrated through a new model Learning Integration Course (LIC) which
allowed users who were authenticated with CMS to access LMS through a link on the page
without needing re-authentication for CMS.
Moodle (Modular Object Oriented Dynamic Learning Environment) is LMS was selected
because of the rich features which it provides for the management of the e-learning process
and also because it is used by university to manage the delivery of courses and course
contents to students complementing their classroom learning. A also a lot of researches and
studies, refer to moodle system as one of the best open source systems. The moodle learning
platform is based on strong pedagogical principles, providing a private learning space for you
to design online courses with flexible content and communication tools or activities so your
students are constantly experiencing feedback and usually a web application (moodle,2015).
Course Management system (CMS) was selected because of the rich features the software
provides for learning, registration course student and teacher in classroom and also because
there existed a CMS integration block which would simplify the integration process using any
version of LMS.
27
4.1.1 Learning Management Systems
Table.1 represents the basic features contained in learning management system where the
twelve features are used. All the features contain a set of tools that reflect the nature of the
work feature. So that will be used the main features show as in Table. 1 in create classification
features.
Features LMS No. Features Tools Used In Features
1. Users Accounts , Permissions
2. Courses o Add/edit courses , Course default settings ,Course request
3. Grades o General settings , Grade category settings , Grade item settings ,
Scales , Letters
4. Location o Location settings , Update time zones
5. Language o Language settings , Language customization , Language packs
6. Plug-in Activity modules
Assignment , Book , Database , Folder ,Forum ,Glossary , IMS
content package , Lesson , Light box Gallery , LTI ,Page ,Quiz , File
,SCORM package , URL ,Workshop
7. Security o IP blocker , Site policies ,HTTP security ,Notifications ,Anti-Virus
8. Appearance o Themes,Calendar ,Blog, Navigation ,HTML settings ,,Media
embedding ,Docs ,Default My page ,Default profile page ,Courses
,AJAX and JavaScript , Manage tags ,Additional HTML
9. Front page o Front page settings , Front page roles ,Front page filters ,Front page
backup , Front page restore , Front page questions
10. Server o System paths , Support contact, Session handling, Statistics ,HTTP,
Maintenance mode, Cleanup, Environment ,PHP info ,Performance,
Hubs, Update notifications,
11. Reports o Comments ,Backups, Config changes ,Course overview
o JMeter load testing ,Logs, Live logs ,Question instances
o Security overview , Statistics ,Spam cleaner
12. Development Debugging, PHPUnit tests, XMLDB editor
Table. 1 Main features in LMS
Table.2 represents a classification learning management system. Classification features
learning management system into three main classification (administrator ,communication
and learning). Each classification contains a set of features based on the nature of the work
features. So that will use the first classification (administrator) to create integration learning
28
management system with traditional education systems (CMS) and to create administrator
classification framework based on feature common between LMS, CMS, as shown that in
Table 3.
classification Features No. Classification Features
1. Administrator
Users , Courses, Grades, Location , Language ,
Plugins , Security, Appearance ,Front page ,Server
,Reports ,Development
2. Communication
Forum , Workshop, Massages , Wikimedia, Chat ,
Emails ,Survey, Flickr, Youtube, Dropbox,
Bookmarks
3. Learning(Active, Resource)
Assignment , Book , Database , Folder ,Glossary ,
IMS content package , Lesson , Light box Gallery ,
LTI ,Page ,Quiz , File ,SCORM package , URL
,Workshop
Table. 2 Classification features in LMS
Table.3 represents the framework of the e-learning management system. The features
represent tools used for the process of integration learning management system with course
management system.
Framework classification Administrator Users Courses No.
Add/edit
courses
Add Course , Add
group Add a new user Accounts 1.
Add categories Add sub categories Define roles :
Manager Course
creator ,
Administrator
Teacher, Non-
editing teacher ,
Student , Guest
Permissions 2.
Table. 3 Framework of the LMS
In the following, we explain the contents of the suggested framework
1. Administrator: Users in this category have permissions to perform any function within the
system.
29
Course management system
Academic information system
Registration system
User information system
2. Manager: Managers can access course and modify them, they usually do not participate in
courses.
3. Course creator: Course creators can create new courses.
4. Teacher: Teachers can do anything within a course, including changing the activities and
grading students.
5. Non-editing teacher: Non-editing teachers can teach in courses and grade students, but may
not alter activities.
6. Student: Students generally have fewer privileges within a course.
7. Courses: Courses are spaces in LMS. Where teachers add learning materials for their
students. Courses can be created by administrators, course creators and managers. Teachers
can then add content and reorganize courses according to their own needs. (moodle,2015).
8. Accounts: Create profile the user and content the information personal.
4.1.2 Course Management System
Course management system is a system used in educational institutions for the registration of
students, teachers, materials, faculties, departments data and works the organization. The basic
functions of the course management system are to registering classrooms, recording course
material for students, teachers and administration marks, as show in Figure.5.
Figure. 5 Course management systems
30
1. Academic information system:
Systems posses the data of course in the educational institution.
2. User information system (Student, teacher):
A system contains personal data on students and teacher in the educational institution.
3. Registration system :
System contains data relations to the registration of students in subjects, per semester.
The data presented per semester courses, and data course teacher in the semester courses.
Figure.5 shows the course management system. CMS is an incubator environment for the
traditional education system. During the Table 4 clear to the relationships that combine both
teacher and student in the classroom one. Table. 4 shows the infrastructures to link the
traditional education system (CMS) with learning management systems. Table. 4 shows The
main features framework of the course management system that enables an integration
process.
Framework CMS Registration system
(RS)
User information
System(UIS)
Academic information
system(AIS) No.
College Data student personal Course schedule 1.
Department Data teacher personal Registrar student course
2.
Course Registrar teacher course 3.
Table. 4 Framework of the Course Management System
4.1.3 Features Of Learning Management System And Course Management System
Learning management system that contains many of the features of the traditional education
system (CMS). The course management system that contains many of the features of the
learning management system. The LMS is a system used to organize and facilitate
collaborative content creation. The CMS used to organize and facilitate collaborative work in
31
the classroom. Table 5, 6 we can see the features of learning management system and course
management system.
Table. 5 Compare the features CMS with LMS
Course management system focuses on data management in an integrated database and used
to identify the form of classroom. Through Table. 5 show that the learning management
system involved in the management of many of the course features. The features not used in
the learning management system different form and not in a different configuration.
Table. 6 Compare the used features in LMS with CMS
Learning management system focuses on data management in an integrated database and used
to making learning available. Through Table.6 show that the course management system
involved in the management of many of the learning features. The features used in the
learning management system same form and configuration in course management system.
CMS LMS Features in Course Management System No.
- - Academic information system 1
ok - College 1.1
ok - Department 1.2
ok ok Course 1.3
- - User information system 2
ok ok Data student personal 2.1
ok ok Data teacher personal 2.2
- - Registration system 3
ok - Course schedule 3.1
ok ok Registrar student course 3.2
ok ok Registrar teacher course 3.3
CMS LMS Features in learning Management System No.
Users 1
ok ok Accounts 1.1
ok ok Permissions 1.2
Courses 2
ok ok Add courses 2.1
ok ok Add categories 2.2
ok ok Add sub categories 2.3
32
LMS and CMS can be solution depending on the needs of educational institution. Through
clearly understanding the differences, the core functionalities of each and the benefits of
combining, can help guide decision makers toward the best solution for to integration LMS
and CMS.
4.1.4 Integration Of Learning Management System And Course Management System
There are ways a LMS can be integrated with a CMS. The ways are integrating features that
allow traditional education in the LMS. In these approach use to integrate LMS and CMS
.The integrated system allowed users logged in to LMS to access CMS without being
authenticated again through CMS. The formation a virtual classroom per teacher, the
formation of the academic schedule for each student and teacher. Based on what is recorded
in the traditional education system. So that the student and the teacher up to a virtual learning
environment. Through the process of integration between systems, provided by the
mechanism of cooperation and integration.
Through using the new model (LIC), the advantage of this new model to exchange the
information in one direction, the exchange information of the integrated system is only take
from CMS to LMS and not vice versa, through use the new model algorithm (LIC).
33
The Figure .6 represent the algorithm integrates LMS and CMS and steps to apply of
algorithm (LIC):
1. Alg_ Lic ()
2. Ccms list course in college in cms
3. Ucms list user in cms
4. RSCcms registry student corese in cms
5. Cm list course in categore lms
6. Um list of user in lms
7. Rm role in lms
8. Em enrole lms
9. For each user (Ucms) in cms //Read all user in cms
o If Ucms <> Um // Verification the user in cms and user in moodle
o Add Ucms to Um //Add user from cms to moodle
o Add Ucms to Rm //Add user in role in moodle
o else o Update Ucms to Um //Update user in moodle
o Update Ucms to Rm //Update user in moodle
o end if 10. For each course (Ccms) in college //Read all course in cms
o If Ccms <> Cm // Verification the course in cms and course in moodle
o Add Ccms to Cm //Add course from cms to moodle
o else o Update Ccms to Cm //Update course in moodle
o end if 11. For each registry_student_corese (RScms) in cms //Read all registry_student_corese in cms
o If RScms <> Em // Verification the registry_student in cms and registry_student in moodle
o Add RScms to Em //Add Enrolled from cms to moodle
o Add RScms to Rm //Add roll from cms to moodle
o Else if
o Update RScms from Rm & Em //Update Enrolled from cms to moodle
o end if o If Um from Em <> RScms // Verification the Enrolled in moodle and registry_student in cms
o Delete Um from Rm & Em //Delete the user in moodle from roll and enrolled
o end if 12. next registry_student_corese // Next student
13. End Alg_ Lic
Figure . 6 Algorithm( LIC)
Services(lic)
LMS
CMS
Integrating features
LMS CMS
Ccms
=Cm
Implement
the
integration
Yes No
Verification
Ccms=Cm
Ccms=Cm
34
Steps to apply of Algorithm (LIC):
Step 1: Take the input of LMS and CMS.
Step 2: Apply the integrate algorithm (LIC).
Step 3: Conduct the verification (Ccms=Cm) of how the algorithm (LIC) integrated these
two applications.
Step 4: Repeat step 2 and 3 based on the findings of the investigations in step 3. (Update the
features in the integrate algorithm (LIC)).
Step 5: Implement the integration algorithm (LIC).
4.1.5 Framework Algorithme )LIC)
LMS provides an environment allow of CMS to integrate with LMS, so that CMS part of
LMS, This means that the system {CMS} ⊂ {LMS}.
Figure. 7 Integration of CMS and LMS -{CMS} ⊂ {LMS}
We note from framework each (LMS, CMS) they're similar to dramatically. Can represent the
some systems in the single system.
After the integration and merge the LMS with CMS, the user (students, teachers) can share
the material interactively away from the classroom so-called asynchronous education. So that
{CMS} ⊂ {LMS}
Learning
Management
System
(LMS)
Course Management
System
(CMS)
Learning Course
Management
System
(LCMS)
CMS
LMS
35
the system provides each student's educational material, the interacts teacher through the
system with the students. In Figure. 7 we can see the framework of the integration of LMS
and CMS.
The integration should check three basic conditions so we can confrontation a lot of the
difficulties in the process of selecting the features that will check us the proposed system
requirements: Integration with your current course management system, scalability and
flexibility. E-learning model based on course management system and learning management
system in the proposed architecture, we are integrating the functionality of learning
management system and course management system. Learning course management system
are structured environments that are specifically designed to help organizations implement
better processes and practices as they create an unlimited number of e-learning courses.
Learning course management system uses the strength of course management system with the
integration of learning management system.
The Figure.8 shows the framework for the merger process to create a learning management
course system , cooperation with the basic elements shown in Figure.8.
Learning management system:
User: divided into two types teacher, student.
Category: divided into sub categories, course registration and sections of these are
available in the e-learning system.
Courses Management System:
User: where is divided into two students, teacher
Colleges, departments, course, course schedule and registrar student material.
36
Figure . 8 Framework the algorithm )LIC)
Will be dealing with this framework as show in Figure. 8 as follows:
Will be linked the users in each the LMS and CMS with some. Where will read the available
data in the CMS, and entered into the LMS.
For example, users (students, teachers) are two stores in separate tables within the courses
management system, but in the learning management system will be stored in a single table.
And conducting a set of processes to enter data to learning management system, so that we
can give each user's role as (student, teacher, manager, etc) .
Adding the data in the learning management system in places especially the distribution of
roles. As for the faculties and departments in the courses management system, it will be
handled with in the learning management system on the basis of category and sub categories.
User
- Student
-Teacher
Add Course and categories
- Categories
- Sub categories
- Course registration
-Section (groupe)
LMS
Enrolled users
-Add Role
User information system
- Student
-Teacher
Academic information
system
-College
- Department
- Course -Section
CMS
Registration system
- Course schedule
- Registrar student materials
37
The material in the courses management system will be handled by adding subsets within the
learning management system. And students enrolled in the courses management system will
handled with them in the form of members of groups within the learning management system.
Thus, we have integration the learning management system with a courses management
system and the following illustrates implementation.
4.1.6 Implementation The Algorithm )LIC)
Figure . 9 Screen the implementation algorithm )LIC)
Figure . 9 represents the model (LIC) used in integration learning management system and
course management system. Through a series of processes such as add users (students and
teachers), course materials, classified (faculties, departments). Users by the distribution of
authorities on the materials and the people of study (groups). Within a sequence processes
rank as follows:
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1. User (Students. teacher).
2. Material.
3. Presented material.
4. Students and teachers on the distribution of materials.
5. Give authorities (the validity of student, the validity of teacher).
4.1.7 Case Study Of The Algorithme )LIC)
I used the learning management system (Moodle), traditional education (course management
system) and apply the algorithm (LIC).
The Figure . 10 represent the course management system. That is material from which the
data in the student wishes studied, in the classroom where the course management system
represents the means by which the composition of the classroom (traditional education
classes).
Figure . 10 Screen course management systems
Figure. 11 represents the learning management system, where the material data in which the
student wishes to study, in the classroom where the Figure. 11 shows that the shows reflect
the classroom (traditional education classes) to become virtual classes. The reality of the
educational process in traditional education classes simulates the electronic process. In
addition to not be selected location or time to educational process (non-synchronous
education) .
39
Figure . 11 Screen learning management system
The Figure . 12 represent the Enrolled user in learning management system. Where the students
enrolled course section posted in the classroom. Include name of user (student and teacher),
last access, roles and group (section in CMS).
Figure. 12 Screen enrolled user in learning management system
The Figure.10, 11 represents result the process integration CMS and LMS used the LIC show
in Figure.9. The Figure.10 show student registry the course in traditional education and
Figure.11 show reflects the course in LMS.
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4.1.8 LIC User Use
User (students, teacher) who have registered material data to be studied in the classroom
using the course management system. An account is created for the user (students, teacher) of
the learning management system appear materials that they registration previously on the
course management system. Where students will be grouped with some of the material
according to the group to which they belong with their teacher. And then the students will
benefit from the services that will be provided by the teacher through the learning
management system. To login to the integrated system, the users using login used at CMS to
access the LMS.
4.1.9 Ethical Considerations
The process portfolio of privacy for students who have signed up material data to be studied
in the classroom using the course management system. All the processes taking place in the
learning management system for one system cannot be seen from the students, and the person
authorized to see it is the owner of the account and the course teacher only. Taking into
account cultural diversity and different forms of learning depending on the learners and their
culture, their location and special needs. For example, marks obtained by the student from
activities such as exams and other activities are taken into consideration. No one can be seen
whether person concerned (student only).
4.1.10 Conclusion (LIC) Integration of LMS and CMS
The use of e-learning tools as part of the learning management systems. To enhance the
traditional learning systems or use an alternative learning environment for the default
approach. I have been using the courses management system and learning management
system to configure the integrated learning courses management system.
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4.2 The Social Integration Step
In the step, will be a building model (LICS) running on the exchange of information between
LCMS and social requirement (SR). To achieve an integrated e-learning system , through the
use of what has been reached in the first step (initial integration). In the second step (social
integration), study of social requirements and choose the best social requirements. That
enables us to achieve integration (integration the first step with the social requirements).
4.2.1 Current Social Requirements Used In E-Learning Systems
The integration process between the LMS and SR require that we study social requirement
exist in learning management systems, to find out the social aspects available within the
learning management systems, has been selected a set of e-learning systems open source:
Moodle, Efront, Atutor, Dokeos, Docebo. These systems are among the most systems use.
The survey was conducted on these systems and found that it contains many of the social
requirements .as shown in the Table.7 social requirements exist within e-learning systems.
Docebo Dokeos Atutor Efront Moodle
newsletter massages massages massages massages
Video conference forums forums forums forums
wiki blog blog
survey newsfeed wiki
shop vimeo workshop
newsfeed survey survey
drop box chat chat
poll newsfeed
poll
Table. 7 e-learning systems comparison
Table.7 adopt, every system that has a social requirement that meet usage requirements at each
system, according to the desire of the manufacturer of the systems. The previous systems
share some social requirements example of a common social requirements between e-learning
open source systems moodle, efront, autor, dokeos, docebo. Table. 8 show the requirement
common.
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docebo Dokeos Atutor Efront Moodle Social No
ok ok ok ok massages 1.
ok ok ok ok forums 2.
ok ok blog 3.
ok ok wiki 4.
ok ok workshop 5.
ok ok ok survey 6.
ok ok chat 7.
ok ok poll 8.
ok ok ok ok newsfeed 9.
ok vimeo 10.
ok drop box 11.
ok Video conference 12.
2 7 8 2 9 Number of social
Table. 8 Social requirements common in the open source e-learning systems
The e-learning systems share the basic social requirements. these requirements were created
in 1979 by Tom Truscott and Jim Ellis and carry usenets name, that at the beginning of be
displayed social media and this means that e-learning systems simulate the evolution that
occurs in the information technology on different forms of development.(webdesignerdepot
,2015). The social requirements of social media such as Wiki, forums, messaging, chat and
poll is an independent system has been integrated with e-learning because they provide
interaction between users systems. Also, it gives space of interaction that takes the form of
discussion and exchange of information and knowledge between the different systems users,
which led to the integration of those means to strengthen the educational process in the
various educational institutions schools, universities and other.
43
4.2.2 Requirements LMS and SR
Figure . 13 show, the integration of the social requirements with learning management
systems .The figure represents a common set of requirements intersection area between LMS and
social systems requirements.
Figure . 13 requirements intersection of LMS and SR
Area one represents a set of requirements that do not exist in the LMS. A lot of the social
requirements have emerged in the recent period because of development in today's world of
evolution in the devices, whether mobile devices, computers, communications technology and
many others. The new social requirements are not available within the e-learning systems. It
is the social requirements,it has been selected group of social networking sites, and so
depending on the number of standard and the most prominent of those standard the range of
spread the social networking sites between members of the community at the level of the
world.And depending on the order of global positioning alexa site, as shown in Table.9, the
order of the sites in the world (alexa, 2016).
LMS
2
Social
1
Wiki , Forums
Messaging, Chat , Poll ,
blog, survey, workshop,
newsfeed, vimeo, drop
box, Video conference
44
website Alexa Rank
Facebook 2
YouTube 3
Twitter 9
LinkedIn 14
Instagram 27
Pinterest 36
Google Plus+ NA
Tumblr 43
Flickr 146
Table. 9 Alexa Rank
As show in Table. 9, among a group of social networking sites that his back in the last period,
because of the development that the world has witnessed in a number of sectors and
represents the most important of those sectors that which saw fast growth in spreading the
culture of communication and contact, in which the telecommunications sector has become
the world mainly depends on communications technology in different areas, including social
networking emerged where a lot of sites that support the idea of communication through all
means of communication.
Lead evolution of social networking sites to the specification of many of the sites reached, so
that became specified domain, such as publish photos, video publishing, chat and many other
domains or merge with domain some combined.
Where social networking sites occupied a place among the members of the peoples of
different nationalities and languages, where became the hallmark of Famous sites, and taken
the first rank at the level of the sites in order of alexa site.
Where taken the site facebook ranked second, third place youtube, twitter ranked ninth,
LinkedIn that ranked fourteenth and instagram ranked twenty-seventh.
The most important specialized sites twitter, facebook, instagram, linkedIn and youtube are
shown in Table.10 social networking sites specific characteristics.
45
Web sits Characteristics
Twitter articles, letters, photos
Facebook articles, messages, chat, pictures and video, a variety of files...
Instagram photos, video
Linked images, a variety of files, articles
YouTube video
Table. 10 Social networking sites specific characteristics
After learning about the social networking sites specific characteristics, which have been
selected based on the standard arrangement locations worldwide. Select the second criterion, a
characteristics social networking sites where the advantage of social networking sites a range
of features: Global, Interactive, Diversity, Ease of use, Economic. Table. 11 represent the
social networking sites characteristics
Social networking sites characteristics
Face Book Twitter YouTube Ianstgram LinkedIn
profile profile free year Upload photos Create page
add friend following download
movies
Making effects
on the image
Free site for ordinary
users
Groups tracking easy to use
by the public
Upload video discussions
Wall Favorites easy viewing Comments subscribers
Pokes messages profile profile profile
Photos photos search
history
publish photos
and video files
through other
social
networking
sites such as
Twitter, Face
book,
Foursquare
file
Status video live
streaming
photos
Newsfeed comments communicate
Gifts messages Easy to show off your
business and your
experience in the CV market place channel
App analytics
Like history
Page subscriptions
status update create -
webcam
capture -
photo
slideshow-
video editor
Working on a
tag in order to
force users to
view images or
video
publication
Table. 11 Social networking sites characteristics
46
After selecting social network characteristics, were identified characteristics common to
social media that meet the social requirements as shown in Table. 12 Social networking sites
shared in key characteristics.
After identifying the common characteristics between the social networks. Done procedure a
set of comparisons in order to determine the best social network that meets social
requirements the following comparisons conducted. The Table.12 represent process comparing
to be met by social network properties
No. characteristics social
learning
Face book YouTube Twitter LinkedIn Instagram
1. Profile user ok ok ok ok ok
2. group ok ok ok
3. Discussion ok ok ok ok ok
4. participation ok ok ok ok ok
5. Ease ok ok ok ok
6. pages ok ok
7. Writing articles ok ok ok
8. Send audio ok ok ok ok
9. Send video ok ok ok ok
10. Chat ok ok ok ok ok
11. Messages ok ok ok ok ok
12. Publishing ok ok ok ok ok
13. Upcoming Event ok ok
14. following ok ok ok ok
15. openness ok ok ok ok ok
16. community ok ok ok ok ok
17. connectedness ok ok ok ok ok
Characteristics variable 17 14 14 13 13
Characteristics messing 0 3 3 4 4
Total variable 17/17 14/17 14/17 13/17 13/17
Total messing 0/17 3/17 3/17 4/17 4/17
Table. 12 Compare social network characteristics
Table. 12 show us that the facebook system is distinguished from the rest of the systems in all
characteristics to be provided in the social network.
47
Table. 13 represent process compare to the characteristics to be met by the social network, in
the event of been used in the educational process. So that social networking system be
comprehensive of the characteristics of basic education of uploading material files, pictured
or written, or any other files such as word files, compression, as shown in Table. 13
No
.
Publish site size Face book YouTube Twitter LinkedIn Instagram
1. Write post-
article
63206
characters
- 140
characters
456
characters
-
2. Upload file 25MB &
Drop box
2GB
- - 100MB -
3. Upload video 45
Minutes
12 hours - - 30
second
Table. 13 social networks in the educational process
Table. 13 shows us that the facebook system is distinguished from the rest of the systems in
all duty characteristics provided by the social network, so it was chosen as the best social
network, system of facebook is characterized by the number of characters that are used in
writing articles The number of letters of 63206 characters, compared with the system Twitter
that the number of letters to write 140 characters, while the number of letters LinkedIn about
456 characters, while youtube system and instagram is not dedicated to writing articles. On
the other hand, the process of uploading files made through social networking sites show that
the facebook system depends on two ways to upload files. The first method is to upload the
files subjectively (Server company facebook) and the single file size of about 25 MB, the
second method relies on the Xbox system that tracks the volume of download one file to 2
GB. The other systems, such as linkedIn the volume to download one file about 100 MB,
while the rest of the systems such as youtube, twitter and instagram not upload files because
they are not dedicated. On the other hand, the process of upload video files in the facebook
system with a single file size of about 45 minutes, youtube is about 12 hours and the
instagram is about 30 seconds while the rest of the systems Twitter and LinkedIn is dedicated
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to upload the video. After a comparison, found that the facebook system advanced on the
rest of the systems in the number of characters used in the writing process. Facebook system
advanced on the rest of the systems in the process of upload files. Youtube system advanced
on the rest of the systems in the process of upload video files. And conclude from the
foregoing, that facebook system is advanced on all the systems and that it serves the
requirements of the educational process. writing and upload various files and video files that
load ranges run for 45 minutes , it is the time allocated in the educational process, provided by
the teacher, whether in school or university.
Table. 14 represent process compared the social networks in terms of arrangement and most used in
the world
No. Rank in the word Face book YouTube Twitter LinkedIn Instagram
1. Rank 2 3 9 14 24
Table. 14 Alexa rating
Table. 14 Shows the order of sites around the world through a site alexa where we can see
that facebook system achieves the second place in the world. This means that people interact
with facebook in large ratio. This makes facebook most popular among individuals, so
facebook has been selected.
Table. 15 represent process compare in terms of the operating environment.
No. platform Facebook youtube Twitter LinkedIn Instagram
1. Pc ok ok ok ok ok
2. phone ok ok ok ok ok
3. tablet ok ok ok ok ok
Table. 15 operating environment
Table.15 Shows all operating systems available on all devices, whether mobile phones,
computers, tab.
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We conclude from the foregoing, that the new social network represented in the previously
can be used in the educational process. By integrating systems with some so that constitute an
integrated learning environment. Aims to distribute knowledge and connect the student with
the educational process at anytime, anywhere, no matter what the multiplicity of social
networks. Hence, it was necessary to integrate the several social network to be a provider and
supporter of the process of education, sharing and interaction of different types and forms
between students and students, between students and teacher, student ,teacher ,local and
global community This gives the power of the educational process by providing electronic
content and strengthen by all.
4.2.3 Benefits Integration new Social
The following is a presentation of the benefits of social networking a variety of means which
have been selected to be integrated with e-learning systems
• YouTube:
1. Create a private channel to the teacher or the decision and upgrade them video clips.
2. Create playlists within the channel in order to organize topics.
3. Show the students at any time and any place to videos within the channel.
4. Students learn according to own pace so he could absorption.
5. Students filled a useful educational and intellectual activity of the time.
6. Best Website in the search for information through the videos.
7. Access to the latest inventions and discoveries and experiences related lessons.
8. Possibility of students displays their projects and their performance and participation.
9. Take advantage of the model lessons for teachers outstanding.
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• Instaqram:
1. Upload photos and video files.
2. Making effects on images and image processing range of interactions.
3. Put comments on photos and videos.
4. Works to publish photos and videos through other social networking sites such as Twitter,
Facebook, Foursquare.
5. Working to develop a tag in order to force users to view images or video publication.
•Facebook :
1. Used as a means for communication and acquaintance with the others.
2. Create private or public pages.
3. Create groups of many individuals.
4. Upload files such as pictures, video, and other files of different types.
5. The user can add any friend and be looking for any individual present on the Facebook by
his e-mail.
6. Contains a notice means the user know that a friend is welcome to site.
7. Allows adding comments on the issues raised in the arena of public and private debate.
• Twitter:
1. Used as a means for communication and acquaintance with the others.
2. Uses a tracking feature to keep track of a particular blogger on the site in order to reach
you-go blogging, and also can not follow you that by simply pressing a button on the
tracking follows.
3. Upload files such as pictures, video, and other files of different types.
4. You can go into the discussions at the site on a particular topic.
5. Send messages and this is a way to communicate with users registered.
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•LinkedIn:
1. Strengthen ties with those in the list of contacts, in addition to that it can be used to get to
know other people and learn more about them through mutual communication.
2. Subscribers can download their curriculum vitae, arranging their profile display and
highlight their work and their experiences.
3. Can be used to create jobs, or people, or jobs advised by someone in the list of
communication.
4. Employer can put list of functions available to them and the search for potential candidates
and suited her.
5. Job seekers can review the personal files of hiring managers in companies.
6. Users can add their photos and personal view photos other users to help in identification.
7. Users can follow different companies and get those notices anything new companies.
8. You can go into discussions about work and benefit from the experiences of others in the
areas of work.
4.2.4 Choose Best The Social Network Can Be Integration.
After learning social network features, one of the social networking sites was selected,
check every properties social site. Facebook is chosen, as it is the for most famous, and it
has use diversity in features.
In this stage, we will be explains how facebook can be use in the educational process, and
how it will be integrated facebook with learning management systems.
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4.2.5 Integration LMS With SR (LICS)
In the first step has been identified as learning management systems and how they were
integrated with course management systems, selected the properties that are available for the
success of the merger. Access to an integrated e-learning system.
The second step will study the features of learning management systems and how they can
benefit from them in the success of the integration process with the social requirements of
systems to configure the e-learning integrated system from all instruction and social aspects
that depend on cooperation and sharing system.
In this stage, study learning management systems (Moodle components) and study social
(Facebook components).
4.2.5.1 Component Learning Management System
The e-learning system Moodle consists of a set of tools, which uses these tools in the
educational process. Each of these tools has its own use in the educational process. The
Moodle system is a learning management system that contains electronic content management
tools and also a set of tools of communication and networking. The following table shows, e-
learning system components, as shown Table. 16.
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Component learning management system
No No. No.
1. User Authentication 2. Assignment 3. Book
4. Course Enrollment 5. Attendance 6. File
7. Content Importing 8. Choice 9. Folder
10. Course Importing 11. Database 12. IMS content package
13. upcoming events 14. External Tool 15. Label
16. Newsfeeds/RSS feeds 17. Forum 18. Light box Gallery
19. My profile settings 20. Glossary 21. Page
22. Users 23. Lesson 24. Appearance
25. Courses 26. Questionnaire 27. Front page
28. Grades 29. Quiz 30. Server
31. Location 32. SCORM
package
33. Reports
34. Language 35. Survey 36. Development
37. Plug-in 38. Wiki 39. Appearance
40. Security 41. Workshop 42. Front page
43. Server 44. 45. Server
46. Reports 47. Course
categories
48. Reports
49. Development 50. Enrolled users 51. Groups
52. Course
administration
53. Last news Users
Table. 16 Component learning management system
Table.16 shows us that the e-learning system contains many components that meet the needs
of instruction in educational institutions. But it lacks the presence of shared tools and
interaction and cooperation and communication in the electronic content with the other.
4.2.5.2 Components Social Requirement
The social requirement (facebook) system consists of a set of tools, using these tools in the
interaction, cooperation, communication and the sharing of content. The facebook system is
considered one entertainment systems. The following table shows facebook system
components , as show Table. 17.
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Component Social media
No No. No.
1. Profile 2. Wall 3. Groups
4. Favorites 5. Pokes 6. Discussion
7. News Feed 8. Status 9. Members
10. Messages 11. Gifts 12. Events
13. Events 14. Fitness 15. Photos
16. Photos 17. Publishing 18. Files
19. Pages 20. Likes 21. Discussion
22. Groups 23. Books 24. Write Post
25. Adds 26. Videos 27. Add Photo / Video
28. Games 29. Music 30. Create Poll
31. Friends 32. Sports 33. Add File
34. Chat 35. Check-Ins 36. Members
37. Developer 38. Apps 39. Members
40. Manage Apps 41. Reviews 42. Admin
43. Timeline 44. Notes 45. Photos
46. About 47. Comment 48. Photos
49. Timeline 50. Share 51. Albums
52. Tv Shows 53. Requests 54. Videos
55. Movies 56. Files 57. Description
58. Notification 59. All Files 60. Group Chats
61. Activity Log 62. Uploaded Files 63. Shared Docs
64. Block 65. 66.
Table. 17 Component Social media
Table.17 shows us that facebook has many of the ingredients that can be used in order to meet
the needs of instruction in educational institutions that the facebook system is one of
communication and interaction and sharing systems.
4.2.6 LMS Via SR (Moodle-Facebook Case Stady)
After learning about the e-learning system moodle system components and facebook social
networking, I will explain how all of the e-learning system components and social networking
system share some of those components are shown in Table. 18 shared components between
both systems:
55
SR (Facebook): LMS (Moodle) components No.
ok ok Profiles and personal pages 1.
ok ok Chat 2.
ok ok Message 3.
ok ok News feed –Last feed 4.
ok ok Events 5.
ok ok Friend -User 6.
ok ok Groups 7.
- ok course 8.
ok ok Photo 9.
ok ok File 10.
ok ok Video 11.
ok ok Roll 12.
ok ok Wall - Topic 13.
Table. 18 Common characteristics between e-learning and social networking systems
Table. 18 shows that e-learning systems and social communication contains many of the
properties, which can be combined with some of the e-learning system configuration
according to the social requirements. And take advantage of them in the learning process to
achieve the kind of integration and communication with all individuals who use those
systems. And also it can integrate third-party common characteristics to achieve maximum
benefit to the users who are dealing with systems.
4.2.7 Integration Framework of LMS and SR (LICS)
After learning about the e-learning system components, the system of social communication,
and make a comparison between the two systems, identifier what are the commonalities
shared between them. It has been reached to build a framework in which bonding mechanism
between the two systems. As determines is shown in Figure. 14, e-learning system components
and the system of social networking that achieve coherence between the two systems, which
serves the data exchange process and also to be integrated with e-learning.
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Figure . 14 frameworks (LICS)
Figure . 14 shows the framework LICS, their mutual relationships and support for new model
(LICS). To support a two-way integration – from LMS to SN and vice versa services for
data access need to be present in both systems including the option to integrate new model
(LICS). The following is an explanation of the framework components (LICS).
Events: reminders of appointments and activities that we must implement. When the merger
will always remember these dates because they will always be with us, both when you open
the e-learning system, or in times of entertainment across social networking sites.
Calendar-event
Course
Massages
User
Profile
Last News
Chat
Participants
Video Photos file
Roll-teacher /student
Label
Page
Question
URL
E-learning management System-moodle
Event-calender-upcomming
Groupe
Massages
Friend
Profile
News feed
Chat
Member
Desiccation
Video Photos file
Roll-manger /member
Photos
Video
Question poll
Write Post
File
Social Network-facebook
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Chat: In the e-learning system to be trapped between the student and the teacher only or
between the student and the last in the means of social communication to be with a group of
individuals, whether teachers or students, be generic.
Messages: This section is similar to the chat.
Latest News: A list containing the news from people and groups on facebook or e-learning
system, latest events include.
Profile files: through personal files can identify the name of the person, find out basic
information about it, such as race, and date of birth, and the interests and personal images in
addition to other information, is a profile entry gate to the world of the person, it is through
the main page of the profile can be seen Activity person recently, and find out who his friends
are and what are the new images placed in addition to other activities.
Course: the e-learning system is set up Course through the introduction of the name and the
article is here from the field, but most important of these fields is the material name. And then
it is handled through a set of tools that contribute to the educational process, including raising
the files, images, video, questions, plus students and teachers of the material, and the
distribution of the roles on them.
In the social media facebook group was created by the introduction of the group name and
then determine whether closed or open group. And then they are conducting a variety of
operations within the group, including essay writing, upload an image, video, distribution of
roles to members, admittance and upload files, write questions.
The similarity between the material in e-learning and the cluster in social networking with
facebook system contributes to the integration process, because the construction
compositional both systems have a similar process of building material and construction
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group almost the same and the rest of tools that work inside the material and groups available
in the kidney systems.
The similarity between the e-learning and social networks (facebook system) and the
mechanism of action has helped in the integration of systems in accordance with the proposed
framework. The facebook system proposed integrated tools to meet the specific requirements
of the instruction process.
4.2.8 Implementation Framework (LICS).
The integration of social activities in the LMS moodle allowed access to facebook services, if
the merger is done through the unification of the database that are working on every system,
through a mechanism that works to transfer data from moodle system to facebook. This
mechanism produces, through the study of software installation each part. The Figure . 14
show parts of the frameworks can be through the merger. The frameworks new model (LICS)
works on the linkage between the two systems. The frameworks is configured through the
analysis of the moodle system process and facebook through access to programming structure
through the available work screens and the study of the work of each system or partial system
mechanism. For example, has been dealing with facebook through the study of the work of
facebook properties mechanism within the facebook system of data entry and review
remember, while in the moodle system has the analysis process by studying the work of the
special screens the system from the input processes and review of the data and study the entity
relationship diagram system-specific mechanism.
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4.2.9 Results Analysis Of Moodle And Facebook Case Study
Event
Facebook Moodle
Event title Event title
Description Description
Date Date
Time Time
Type of event Type of event
Chat &Massages
Facebook Moodle
Send to Send to
Type of massage Type of massage
Date Date
Time Time
News feed / Last news
Facebook –News feed Moodle - Last news
name of news name of news
text of news text of news
Attachment Attachment
Date Date
Time Time
Profile
Facebook Moodle
Name Mobile phone Name Mobile phone
Username country Username country
Email Email
Password Password
Description Description
picture picture
Course / group
Facebook - group Moodle - Course
Name Name (Full Name - short name)
Members (admin-member) User (admin-teacher-student)
Privacy 1. Public: Anyone can see the group,
its members and their posts
2. Closed: Anyone can find the group
and see who's in it. Only members
can see posts.
3. Secret: Only members can find the
group and see posts.
Availability
1. Public(teacher roll): Anyone
can see the group, its members
and their posts
2. Closed(student roll): Anyone
can find the group and see who's
in it. Only members can see
posts.
3. Privet: Only members can find
the group and see posts.
Favorites Category
Tools Tools
Photos,file,video,desiccation Photos,file,video,topic
Table. 19 Group of tables Results analysis of moodle and facebook
60
Table. 19 shows the a group of tables that show similarity in construction, each of the e-
learning management system (moodle) and Social requirement facebook. As shown in Figure.
14. And five tables as show in Table. 19 represent integration relationship between learning
management system and Social requirement. Where the integration process by sending data
from learning system to Social system. Through the algorithm to be built, By the framework
described in Figure . 14.
4.2.10 The Algorithm (LICS)
1. Alg_ LICS ()
2. Mc list components in collection (M)
3. Fc list components in collection (F )
4. Cm content components in collection (M)
5. Cf content components in collection (F)
6. For each components (Mc) in collection (M)
7. If Mc == Fc
o For each content (Cm) in collection (M) //Read all content in the components moodle
If Cm == Cf // Verification the content components moodle equal content
//components facebook
Else
Add Cm to Fc //Add content components moodle to content components facebook
end if
o next content //Next content
8. end if
9. next components
10. End Alg_ LICS
Steps to apply of Algorithm (LICS):
Step 1: Take the input of LMS(Moodle) and SR(facebook).
Step 2: read the moodle components from set of components collection.
Step 3: Compared the moodle components with facebook components.
Step 4: if components moodle equal components facebook , add content components moodle
to components facebook.
Step 5: Repeat step 3 and 4, to content moodle end.
61
Chapter 5
Result and discussion
5.1 Introduction
This chapter discusses the things which were presented in the previous chapter. Results in
this research are divided into two steps: The results of the initial integration step (integration
course management system and learning management system) and results of the social
integration step (integration learning management system and social components).
5.2 Results in the Initial Integration Step
Results in the initial integration step, it obtained on new module (LIC) Working on
integration course management system and learning management system, as shown in
Figure .9 .Where he was reached by the new module (LIC) to the set of results are as follows:
When CMS and LMS work in parallel on the same data, you can automatically synchronize
and easily manage accounts, users, courses, and distribution the (course and user). There is no
need to manually input the data in two different systems. This increases the value of used the
learning management system by improving time and accuracy, as show in the result Table.20
and Figure 10,11,12.
1. Reduce the time in create educational materials within the LMS.
2. Accuracy in the creation of educational materials within the LMS.
3. Accuracy in the distribution of students and teachers on the course.
4. Configure class room inside the LMS that matches the CMS by one hundred percent.
Where include materials, sections, colleges and users (students, teachers).
The experiments are conducted in a system with configuration Intel® Core™ i7 Processor, 16
GB DDR3 Memory and 500 GB HDD. Experiments recorded the result, as show in the result
Table.20.
62
RESULT
Tasks Number of row
in DB
Time run
Manual(CSV) LIC
User data 6738 15 mints 2 second
College 15 7.30 mints 4.3 second
Department 83 41.3 mints 8.4 second
Course 808 215.4 mints/3.08H 48 second
Distribution user to course 38032 69.4 mints /1.156H 30 mints
Table.20. Result
Table.20 shows the results enter data through the new model (LIC) process has achieved
positive results, compared with the old method adopted by Excel files (CSV), where the teams
table shows the time the user and thus achieved a speed in the process of e-learning systems
processing, and accuracy .Will be computerized business more accurate business handicrafts.
The following explanation of the Table.20.
Users enter data for the system process took time estimated 2 seconds through the use of new
module(LIC) ,taken either in the old time of 15 minutes when insert 6738 user, and college
enter data for the system process took time estimated 4.3 seconds through the use of new
module(LIC) ,taken either in the old time of 7.30 minutes when insert 15 college, and
department enter data for the system process took time estimated 8.4 seconds through the use
of new module(LIC) ,taken either in the old time of 41.3 minutes when insert 83 department,
and course enter data for the system process took time estimated 48 seconds through the use
of new module(LIC) ,taken either in the old time of 215.4 minutes when insert 808 course
,and distribution user to course enter data for the system process took time estimated 30 minutes
through the use of new module(LIC) ,taken either in the old time of 69.4 minutes when insert
38032 distribution user to course.
63
5.3 Results in the Social Integration Step
Results in the social integration step, it obtained on new model (LICS) working on
integration social network components and learning management system components, as
shown in Figure .14 .Where he was reached by the new model (LICS) to the set of results are
as follows:
When SR and LMS work in parallel on the same data, you can automatically synchronize and
easily manage accounts, users, courses, and distribution the (course and user). Is no need to
manually input the data in two different systems. This increases the value of used the learning
management system and social in the same time, as show in the prototype LICS. And get on
the set of results are as follows:
1. The benefits of social networking:
Communicate with the outside world and exchange views and ideas and learn the
cultures and peoples closer distances.
Practice many activities that help to draw closer and communicate with others.
Open door was able to launch innovations and projects that meet the goals and help
the community grow.
2. The benefits of learning management system: The benefits of e-learning systems are
divided into set of sections:
Benefits for the institution (university).
Benefits for the users, there are two types' students and teachers.
Benefits for the institution (university):
1. Reduce the cost of education in the long term.
2. Facilitate the publishing process and development courses.
3. Optimal use of human and material resources.
4. Enhance the philosophy of self-education.
64
5. Overcome the bar of space and time.
6. Get effective education based on modern technology.
Benefits for the users(student):
1. Motivate students by providing new and modern means of education.
2. Provide scientific subjects for students throughout the day and all days of the week.
3. Provide the flexibility for students to choose the time and place for education,
according to suit their needs.
4. Provide the possibility for students to choose what suits him of methods and means
of diverse education.
5. Increase the cultural outcome of the student.
6. Make it easy for students to access the information required in the fastest time.
7. Flexibility and ease, students communicate with teachers and with peers material
with enriches the educational process.
8. Provide an opportunity Advance access to units of education and knowledge of the
concepts that will be presented to them before they come to lectures.
9. Help students review the concepts through modules of education and training and
questions outside lecture times.
Benefits for the users(teacher):
1. Help academic staff in the organization of the educational process by members of
the ease of preparation and follow-up of students and assign duties.
2. Provide topics more efficient and effective way through the use of woven and
interactive activities in the e-courses.
3. Provide a library of electronic courses, which contain many attractive interactive
elements that support the educational process.
4. Easy and multiple methods of evaluate student performance.
65
5.3 Prototype Implementation (LICS)
SR(facebook)
Figure . 15, Features available in the facebook groups used in the educational process by the
proposed model
Figure. 16 represents screen enter tutorials on learning management system and social
networking.
SR(facebook) LCMS(moodle)
Figure . 16, Add lecture in course (text , photo)
Figure. 17 represents screen enter member (user) on learning management system and social
networking.
66
SR(facebook) LCMS(moodle)
Figure . 17, Add member (student & teacher & others)
Figure. 18 represents screen enter event on learning management system and social
networking.
LCMS(moodle) SR(facebook)
Figure . 18 Add upcoming event
Figure. 19 represents screen enter photos on learning management system and social
networking.
67
LCMS(moodle) SR(facebook)
Figure . 19 Add photos
Figure. 20 represents screen enter file on learning management system and social
networking.
LCMS(moodle) SR(facebook)
Figure . 20 Add file
5.4 Evaluation LMS Via SR (Moodle – Facebook)
In a case study conducted at Zarqa University, students entitled the effect of using social
communication in education.
This study aimed to identify the reasons why the use of social communication and the
disclosure of the positive effects resulting from the use of social networking sites, in order to
achieve this goal. The study relied on the use of social survey method. The questionnaire was
used for data collection.
68
Where the application of research in the Zarqa University, on a sample of 520 students . The
study found a set of results:
1. Impact of social media on the use.
2. Cooperation and interaction.
3. Time of use
The study concluded the use of social communication in the educational process. As one of
the social communications and therefore the employment of modern communications
technology in the academic learning process, as show in Table.21.
Measure
Measure the impact of social media on the user
Total Average Response
659 63.5 Yes
380 36.5 No
Measure of cooperation and interaction
Total Average Response
2142 68.66667 Yes
974 31.33333 No
Measure times of use
Total Average Response
366 70% Several times a day
78 15% Once a day
3 18% Once a week
58 11% Sometimes
Measure time of use
Total Average Response
112 22% Less than 10 minutes
157 30% Between 11 and 30 minutes
108 21% Between 31 minutes and 1 hour
143 28% More than 1 hour
Table.21 results measure effect of using social communication in education
The study found that the rate (63.5) with the impact of social media on the user. And that the
percentage (36.5) is not the impact of social media on the user. And Figure 21, the impact of
social media on the students, where he was directing a number of questions Nos. Q1,Q10.
69
Where the number of answers that pointed the effect of social communication to 659 students
and the number of responses that indicate not to affect 380.
Figure . 21 impact and not impact of social media on the user
And the rate (68.66667) with the cooperation and interaction. And that the percentage
(31.33333) is not the cooperation and interaction, as show in Figure 22. The cooperation and
interaction, where he was directing a number of questions Nos. Q2,Q3,Q4,Q5,Q6,Q7. Where
the number of answers that pointed the cooperation and interaction in social communication
to 2142 students and the number of responses that indicate not to cooperation and interaction
974.
Figure . 22 cooperation and interaction and not cooperation and interaction
70
And the rate of day of use 70% several times a day, 15% one-time, 3% once a week
11% sometimes, as show in Figure 23. The day of use, where he was directing a number of
questions Nos. Q8. Where the number of answers that pointed day of use in several times to
366 students, one-time to 78 students, once a week to 3 students and sometimes to 58 students
.
Figure. 23 rate of day of use
And the rate of time of use 22% less than 10 minutes, 30% between 11-30 minutes, 21%
between 31 min -1 h, 28% more than an hour, as show in Figure 24. The time of use, where
he was directing a number of questions Nos. Q9. Where the number of answers that pointed
day of use in less than 10 minutes to 112 students, between 11-30 minutes to 157 students,
between 31 min -1 h to 108 students and more than an hour to 143 students .
Figure. 24 rate of time of use
71
Chapter 6
Conclusion and Further Work
6.1 Conclusion
In this thesis, the use of course management systems and social requirements represented
social networking with learning management systems, to create an integrated e-learning
system. The approach taken in this thesis is as following:
1. Create a first model (LIC), this model integrated courses with e-learning systems to
create an e-learning environment similar to the traditional learning environment used in
educational institutions. The LIC model achieved the following result:
1. All the studies and experimental results show that the proposed model creates
educational materials within the LMS with minimal time.
2. The experimental results show that the proposed model is more accurate in the
creation of an educational material within the LMS.
3. The proposed model shows the accuracy in the distribution of students and teachers on
the course.
4. Configure class room inside the LMS that matches the CMS by one hundred percent.
This includes materials, sections, colleges and users (students, teachers).
2. The use of e-learning system components with the social requirements in order to create a
second model (LICS). The LICS model, comes with an integration status of interaction
and cooperation in the educational process. To achieve this object we use facebook
system in the educational process side by side with the e-learning system. LICS use set of
facebook such as groups (group features), events, messages and chat. In addition, the
establishment of model runs on the exchange data between the two systems (LCMS &
SR).
72
3. Finally, we conclude thesis by developing a model. The new model is integrated,
interactive and achieved joint cooperation in the educational process. Our system achieve
their objective by using social requirements (social networks) and course management
system (traditional education).
6.2 Future Work
Some future work could be:
1- Developing a new e-learning system taking into account different fields of social
requirements.
2- Furthermore, we can extend our work to create network cooperation between the different
social network systems.
3- Expansion of the scope of the effectiveness of e-learning systems to integrate other
activities, outside the traditional academic system, is another possible future work.
4- Work on the analysis of published materials on social media and a subjected study is
another possibility, the goal of this is to detect trends in public opinion in many issues.
5- Improvement of all processes and full integration of all e-learning system operations.
6- Communication with social networking companies, in order to conclude a contract for the
activation of LICS algorithm for the exchange of information between the LMS & SR.
73
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Appendix
Appendix A: Questionnaire About The Use Of Social Media
Questionnaire measuring standards
Question number Measure No.
Q1,Q10 Measure the impact of social media on the user 1
Q2,Q3,Q4,Q5,Q6,Q7 Measure of cooperation and interaction 2
Q8,Q9 Measuring time of used 3
Measure
Measure the impact of social media on the user
Total Average Response
659 63.5 Yes
380 36.5 No
Measure of cooperation and interaction
Total Average Response
2142 68.66667 Yes
974 31.33333 No
Measure times of use
Total Average Response
366 70% Several times a day
78 15% Once a day
3 18% Once a week
58 11% Sometimes
Measure time of use
Total Average Response
112 22% Less than 10 minutes
157 30% Between 11 and 30 minutes
108 21% Between 31 minutes and 1 hour
143 28% More than 1 hour
Q1: I consider in general and social media have a positive impact in my life
Response Average Total
Yes 72% 374
No 28% 146
Q 2: Besides e-learning also use other social networks
Response Average Total
Yes 76% 397
No 24% 123
77
Q 3: I agree that teaching materials can be more useful when the introduction into
social media, rather than inside the classic E-Learning
Response Average Total
Yes 56% 291
No 44% 228
Q 4: I agree that with the relevant educational material on social media comments can
help me with my studies
Response Average Total
Yes 80% 414
No 20% 105
Q 5: I agree that social media can be useful to study
Response Average Total
Yes 71% 368
No 29% 151
Q 6:I agree that learning in groups using the means of social communication can be
more efficient:
Response Average Total
Yes 63% 328
No 37% 191
Q 7:I agree that the public have access to educational material on social media is
appropriate:
Response Average Total
Yes 66% 343
No 34% 176
Q 8:I use social media
Response Average Total
Several times a day 70% 366
Once a day 15% 78
Once a week 18% 3
Sometimes 11% 58
Q 9:On average a day I use social media
Response Average Total
Less than 10 minutes 22% 112
Between 11 and 30 minutes 30% 157
Between 31 minutes and 1 hour 21% 108
More than 1 hour 28% 143
Q 10:I am concerned about my privacy regarding the use of social media in the context
of e-learning:
Response Average Total
Yes 55% 285
No 45% 234
78
Appendix B: Interview
I interviewed five people working on the e-learning systems, the name people as following:
No. Name job address
1. Dr.maram yousef Zarqa university
2. Hazem tallozi Zarqa university
3. mohammed Abdulrahim Zarqa university
4. Ammar khalaf Zarqa university
5. Abdallah alnajar Zarqa university
The Interview questions are divided into two types:
1. The issue of the electronic processing of virtual classrooms.
2. The issue of social interaction.
The following are questions:
• How to form a traditional classroom?
• How to increase the interaction within the e-learning systems?
• How to form the electronic classroom?
79
Appendix C: Code the Implementation Algorithm (LIC)
myConnection_oracle.Open()
MessageBox.Show(Connection Opened Successfully oracle)
Dim sqlstat_oracle As String
sqlstat_oracle = select * from CMS
myCommand = New OleDbCommand(sqlstat_oracle, myConnection_oracle)
dr_oracle = myCommand.ExecuteReader()
While dr_oracle.Read()
studentid = (dr_oracle(0))
courseid = (dr_oracle(1))
courseid_short_name = (dr_oracle(1))
section = (dr_oracle(2))
startingtme = (dr_oracle(3))
If startingtme < 1600 Then
short_name = courseid_short_name + -1
groupname = section- + section
Else
short_name = courseid_short_name + -2
groupname = section- + section
End If
moodleConn_user.Open()
Dim star_user As String = SELECT id from mdl_user where
username=' & studentid & '
Dim objCommand_user As New MySqlCommand(star_user,
moodleConn_user)
reader_user = objCommand_user.ExecuteReader()
While reader_user.Read()
80
user_id = Convert.ToString(reader_user(id))
End While
reader_user.Close()
moodleConn_user.Close()
moodleConn_course.Open()
Dim star_course As String = SELECT mdl_course.id as
course_id,mdl_course.shortname,mdl_enrol.id as enrol_id ,
mdl_enrol.courseid,mdl_context.id as context_id from
mdl_enrol,mdl_course,mdl_context where mdl_course.id=mdl_enrol.courseid and
mdl_context.instanceid=mdl_course.id and mdl_context.contextlevel='50' and
mdl_course.shortname=' & short_name & '
Dim objCommand_course As New MySqlCommand(star_course,
moodleConn_course)
reader_coures = objCommand_course.ExecuteReader()
While reader_coures.Read()
course_id = Convert.ToString(reader_coures(course_id))
enrol_id = Convert.ToString(reader_coures(enrol_id))
context_id = Convert.ToString(reader_coures(context_id))
End While
reader_coures.Close()
moodleConn_course.Close()
moodleConn_context.Open()
Dim star_context As String = SELECT enrolid ,userid from
mdl_user_enrolments where userid= ' & user_id & ' and enrolid=' & enrol_id
& ' and key_student_teacher='student'
Dim objCommand_context As New MySqlCommand(star_context,
moodleConn_context)
reader_context = objCommand_context.ExecuteReader()
81
While reader_context.Read()
enrol_id1 = Convert.ToString(reader_context(enrolid))
user_id1 = Convert.ToString(reader_context(userid))
Dim update_faculty As New MySqlCommand
update_faculty.Connection = moodleConn22
update_faculty.CommandType = Data.CommandType.Text
update_faculty.CommandText = update mdl_user_enrolments
moodleConn22.Open()
update_faculty.ExecuteNonQuery()
moodleConn22.Close()
End While
If user_id <> user_id1 And enrol_id <> enrol_id1 Then
key_student_teacher = student
Dim add_user_enrolments As New MySqlCommand
add_user_enrolments.Connection = moodleConn_user_enrolments
add_user_enrolments.CommandType = Data.CommandType.Text
add_user_enrolments.CommandText = insert into
mdl_user_enrolments
moodleConn_user_enrolments.Open()
add_user_enrolments.ExecuteNonQuery()
moodleConn_user_enrolments.Close()
End If
reader_context.Close()
moodleConn_context.Close()
If user_id <> user_id1 And context_id <> context_id1 Then
roleid = 5
key_student_teacher = student
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Dim add_user_enrolments As New MySqlCommand
add_user_enrolments.Connection = moodleConn_user_enrolments
add_user_enrolments.CommandType = Data.CommandType.Text
add_user_enrolments.CommandText = insert into
mdl_role_assignments
moodleConn_user_enrolments.Open()
add_user_enrolments.ExecuteNonQuery()
moodleConn_user_enrolments.Close()
End If
If user_id <> user_id1 And group_id <> group_id1 Then
key_student_teacher = student
Dim add_user_enrolments As New MySqlCommand
add_user_enrolments.Connection = moodleConn_user_enrolments
add_user_enrolments.CommandType = Data.CommandType.Text
add_user_enrolments.CommandText = insert into
mdl_groups_members
moodleConn_user_enrolments.Open()
add_user_enrolments.ExecuteNonQuery()
moodleConn_user_enrolments.Close()
End If
End While
dr_oracle.Close()
myConnection_oracle.Close()