2017 Fifth International Conference on Information and Communication Technology (ICoICT)
Interactive and Collaborative Platform Implementation on Learning Management System Amanda Putri Septiani1, Dawam Dwi Jatmiko Suwawi2, Anisa Herdiani3 1, 2,3
School of Computing Telkom University Bandung, Indonesia 1
[email protected],
[email protected],
[email protected] learning syllabus providers, handouts distribution, managing tasks and discussion for students, teachers and other users [3].
Abstract—In common traditional learning, there are some weaknesses, one of which is students’ limitation of receiving additional learning material. The use of e-learning in schools is expected to be a solution to these problems, because generally elearning contains known traditional learning components such as group discussions, ideas submission and knowledge accumulation. Social Network allows users to do problem solving, creates connection and collaborates with other users. In this paper, the authors build e-learning system with interactive and collaborative platforms concept. Interactive and collaborative platform makes learning as a combination of cognitive and constructive process with social process, so it encourages more active learning and supports better group interaction. The concept of e-learning with interactive and collaborative platform and its features, such as news feeds, chat box, like and comment feature along with open course system, are able to increase the level of E-learner Satisfaction which includes Learner Interface, Learning Community, also Content and Personalization.
LMS, like Blackboard, Moodle or Sakai is commonly used in the universities to support and enhance student learning. However, the LMS is designed for management course and has limited influence in pedagogy. In addition, those LMS also have weaknesses in media interaction and collaboration among students and teachers. This makes Blackboard, Moodle or Sakai is less competent to support electronic learning in a new era where the needed learning is learning which is self-governed, problem based or social collaboration-based [4]. Interactive and collaborative platform became one of the elearning platform designed to make online learning not only combine the cognitive and constructive processes but also social process, so students be able to be more active in learning and supporting better interaction with the group [3]. In this paper, the concept of e-learning is integrated with features of interactive and collaborative platforms such as those owned by social networking (e.g. news feeds, chat box, like and comments features). This integration was examined to prove whether there is improvement of user satisfaction level on e-learning in terms of interface systems, learning community, the availability of content and personalized website rather than on common LMS at an Indonesian Junior High School by using the evaluation of the E-Learner Satisfaction.
Keywords— Interactive and Collaborative Platform, Learning Management System, e-learning, E-Learner Satisfaction
I.
INTRODUCTION
Traditional learning is a commonly learning method in Indonesia. In traditional learning, teachers talk more than the students and act as the owner of the highest authority in the classroom. Traditional learning with one way methods in the classroom limit students in receiving additional learning materials except the main lessons in the class. Students just hold on textbooks and their notes so it is difficult to study the further lessons beyond the classroom. One of the solutions of these problems is the use of e-learning in schools. In general, elearning contains components that already known in the traditional learning, such as discussion groups, submitting ideas and accumulated knowledge [1]. The learning contents in any elearning are arranged with traditional learning curriculum [1].
II.
A. E-Learning E-learning is an interactive process in sharing information, knowledge and skills by using ICT (Information and Communication Technology [7]. Based on the needs in elearning, e-learning is a process that splits users into several groups [6]: •
In web-based e-learning, there are two different concepts commonly used, Virtual Learning Environment (VLE) and Personal Learning Environment (PLE). Virtual Learning Environment or VLE is implemented into an application called Learning Management System or LMS. The VLE concept was adapting traditional learning which is teacher-oriented and which is then transformed to an online form [2]. Learning Management System is a traditional learning approach implemented on e-learning. Learning in the LMS is set as online course. The course usually serves as a platform for online
ISBN: 978-1-5090-4911-0 (c) 2017 IEEE
LITERATURE REVIEW
•
• •
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Student. Students are a group of users who use Elearning content as media lesson Teacher. The teacher is a group of users who monitor the academic progress of students using E-learning log data and gives feedback on the student as well as a final assessment Developer. Developer is a user groups to provide elearning content Manager. The Manager is a user group that manages user accounts and user groups and then add the contents.
Recourse, Skills, and Attitudes. The measurement scale used by Aydin and Tasci load index numbers one to five as shown in Table I. Each number has its own conclusion index related elearning readiness are fully tested.
B. Learning Management System Learning Management System or LMS is an application that built for online course management, distribution of material and provide a forum of collaboration between teachers and students. According to a note written by [8], every LMS has different features, but overall each LMS has features as follows. • • • • • • •
Table I. Aydin and Tasci Index Scale [11] Scale 4.2 – 5 3.4 – 4.2 3.4 2.6 – 3.4 1 – 2.59
GUI (Graphical User Interface) that is easy to use Choice of customization system, such as language setting, notification settings and various other important features New member registration of the course, can be paid or free course Virtual Classroom that allows to do without face-to-face learning directly Integration of social networking accounts to do sharing learning content The Forum of communication between teacher and students as a media of interaction between them The final report that contain score, the percentage of attendance and graduation status.
Readiness based on scale Ready to implement Ready with a few improvement Minimum readiness score Not ready, need a few improvement Not ready, need a lot improvement
E. E-Learner Satisfaction The E-Learner Satisfaction (ELS) referred to mixed of different types of attributes to measure the level of satisfaction of users of the e-learning [10]. According to Giese and Gote [12], e-learner satisfaction affective response is the conclusion of various kinds of intensity following the e-learning activities and influenced by several aspects such as content, user interface, community learning, customization, and performance analysis. ELS split the questionnaire questions into four parts, it is the Learner Interface (I), Learning Community (L), Content (C) and Personalization (P).
Many LMS products found with a variety of different facilities. Some LMS is both free and open source so that users can modify according to your needs through program code [9].
F. Interactive and Collaborative E-learning Platform The e-learning platform that is interactive and collaborative has eight sections which can be subdivided into four parts [3]: • Data layer : has function to save the course data, social networking data and data knowledge • Course Service Layer : has provide the entire e-learning platform service including service course, social networking services and search services • Information Delivery Layer : serves to provide various types of information to the user of such service news feed, recommendation, recommendations knowledge relations and search services • User Interface Layer: a layer which can be accessed by the user to be able to interact with e-learning. The existing interface consists of web-based interface, mobile-based web interface and mobile-based app interface.
C. E-Learning Readiness E-learning Readiness is an indicator of the assessment which used to assess the readiness level of institutions in implementing e-learning. E-learning readiness model initiated by Samantha Chapnick are grouped into 8 categories of e-learning readiness. This research used the McKinsey 7’s Model as the e-learning readiness model. McKinsey 7’s model was developed by Tom Peters and Robert Waterman in 1980 has been widely used to analyze a wide range of organizations. This model is made with seven variables that begin with the letter "S" initials IE structure, strategy, systems, skills, staff, style, and shared values [10]. The dimensions are divided into two categories, there are the hard elements (strategy, structure and systems) that more easily identified and soft elements (shared values, skills, staff and style) are more difficult to be identified. The high capability of the McKinsey 7’s Model is evaluated can give a comprehensive assessment on the entire organization.
Fig. 1 shows the design of interactive e-learning platform and collaborative:
McKinsey 7’s Model is used as a model of e-learning readiness in this research because the dimensions assessed more thoroughly on a variety factors so it is expected to be concluded the level of readiness of e-learning institutions with more accurate. D. Measurement Scale of E-Learning Readiness After discovering the theory of e-learning readiness, it takes the scale used to measure the readiness of e-learning. There are a number of tools to measure the readiness of e-learning, one of which is a tool to measure the readiness of e-learning developed by Aydin and Tasci in 2005 [11]. According to Aydin and Tasci [11] there are 4 factors that affects the readiness of E-learning on a number of agencies, namely, Technology, Innovation, People, and SelfDevelopment. Each factor are classified into 3 parts, namely
Fig. 1. Interactive and collaborative platform design [3]
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III.
DISCUSSION
3.
A. Research Design The research was started from the identification of problems, the measurement of e-learning readiness, the identification of user needs, the implementation of e-learning, the e-learning testing and testing analysis of the test results.
4. 5. 6.
1) Problem identification in the traditional learning The object of this research is Sekolah Menengah Pertama Islam Terpadu Fitrah Insani (SMP IT Fitrah Insani) -Integrated Islamic Junior High School-. It is located in Tanimulya, District of Ngamprah, Bandung City, West Java Province, Indonesia. It was established since 2006. The school has vision “Becoming schools which educate students to be independent with Islamic character and also expert in science and technology”.
7. 8. 9. 10.
The vision and mission which is owned by SMP IT Fitrah Insani and the support of the foundation already belongs to the well and support the process of the development of technology in the school environment.
11. 12. 13. 14. 15. 16.
2) List of Problems Found In traditional learning, it was found that several major problems in the process of learning obtained from literature study and field observations at SMP IT Fithrah Insani and that: On traditional learning, we found some major problems in the process of teaching and learning activities that are derived from the study of literature and the observation field in SMP IT Fitrah Insani: • • • •
17. 18. 19.
One way learning that makes the students are less active in the learning process Students rely on certain subject lesson books and hard to get an additional learning content Sometimes teacher face some difficulty to visualize the content Staff and teachers have already got the Moodle training, but they said Moodle less user friendly so it is difficult to use.
20. 21. 22. 23. 24. 25. 26. 27.
Therefore, we need an e-learning system that can cope with that major problems. 3) Measuring Readiness Level of E-learning After the main problem found on conventional learning, the measurements of e-learning readiness levels of the institutions (SMP IT Fitrah Insani) must be performed to know whether these institutions are ready to implement e-learning.
28. 29. 30. 31.
The method which used to measure the level of readiness of e-learning is McKinsey 7’s Model. Every question on this questionnaire are already validated by Ali Abdul and Fattah Alshaher on the 2013 journal which titled “The McKinsey 7S Model Framework For E-Learning System Readiness Assessmen”. Table II shows the question of questionnaire.
32. 33. 34. 35. 36.
Table II. McKinsey's Questionnaire [10] 1. 2.
Question Item Existence of documented vision and mission of the e-learning system project. Existence of well understood to vision and mission of the e-learning system project are across the organization.
Dimension Vision and Mission
37. 38. 39. 40.
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Question Item Existence of carefully defined goals of the elearning system. Existence of documented Goals / objectives of the e-learning system project. Existence of well understood to Goals / objectives of the e-learning system project are across the organization. Existence of Strategic plan of the e-learning system project. Focus the Strategic plan of the e-learning system project on set the direction, to focus efforts. Existence of clearly decisions from top management to e-learning system project implementation. Existence of Tight control from top management over e-learning system project implementation. Top management have the ability to resolve disputes through the implementation of e-learning system. The organization have IT department. Availability of the organization of required or necessary resources to e-learning system implementation. Existence of adequate hardware infrastructure. Existence of adequate software and application. Existence of adequate networking infrastructure. Interest our organization to the security issues that resolved to protect are the company's information and content. Want our organization to transfer learning content on the Internet. Interest our organization to buy the content. Interest our organization to build the content across its converting to digital media from through IT department. Existence of a learning and development culture. Existence of a support and collaboration culture. Existence of a knowledge creation and sharing culture. Existence of a mutual help culture. Existence of a achievement of organizational goals culture. Existence of tolerance for conflicts and risk culture. Existence of a Learning culture. Existence of a Leadership during the implementation process. Contribution of a Leadership in decision making and problem solving skills during e-learning system implementation. Existence of required support from top management to e-learning system implementation. Existence of funding support from top management to e-learning system implementation. Existence of interest from all levels of management to support the overall goals of the e-learning system project. Existence of high rate of younger employees in the organization (The number of employees with less than 30 years old per total). Existence of the high rate of more educated employees in the organization. Existence of a clear education and training strategy. Existence of the identified training needs. Existence of training program to e-learning implementation project team. Existence of training program to e-learning users. Existence of communication skills. Existence of e-learning management skills. Existence of technical skills.
Dimension Goals/Object ives
Strategic Plans Centralizatio n
Size
Technology
Content
Organization Culture
Leadership
Top Management Support
Sufficient Man Power
Training and Education
IT Staff Skills
Question Item Existence of own computers to students. Existence of computers use skills. Existence of communication skills. Existence of personal skills. Existence of the proper e-learning champion in the organization. 46. Existence of e-learning champions to supports and personally implements pedagogic innovation and who seeks to influence others to innovate. 47. Existence of e-learning champions to write an elearning strategy for their university.
41. 42. 43. 44. 45.
of personal calendar management, like and comment, chat between users are still not available and the system is not user friendly assessed by SMP IT Fitrah Insani students.
Dimension Student Skills
From the LMS Moodle test results obtained the results that there are some e-learning features that are not available. At LMS Moodle, personal calendar management features, features like chat and comments, still not available between users and systems assessed not user friendly by SMP IT Fitrah Insani.
E-learning Champions
To complement the required features of users, it was decided to implement e-learning-based social media personally and didn’t use existing LMS in order to optimally the user’s needs.
Taking the number of targets that would be done by the respondents do calculation total sample using formula Isaac & William b. Michael (1981). The total sample of teachers is 40 from 44 teachers population and 205 students from 440 students. Based on the results of e-learning readiness questionnaire, obtained the conclusion that SMP IT Fitrah Insani is ready to implement e-learning with some improvements. Table III shows the result of questionnaire.
7) E-learning Implementation With Interactive and Collaborative Framework The implementation stages is the stage where the system implementation started based on the needs of functional and non functional. Implementation of e-learning is done to meet the needs of users built using Code Igniter framework.
Table III Questionnaire's Result Role Teacher Student IT Staff
Index Scale 3.8386 3.7464 3.49
Fig. 2 and Fig. 3 shows the newsfeed and online class page in the LMS with interactive and collaborative platform.
Conclusion Ready but needs a few improvement Ready but needs a few improvement Ready but needs a few improvement
4) Users’ Need Identification When the institution was declared ready in implementing elearning, then the next thing to be analyzed is the needs of the users on e-learning. The user needs data extracted by distributed the questionnaire to identify the needs to the teacher and the students. Sourced from the results presented in accordance with the number of samples that have been calculated, users need the features social media platform to be applied into e-learning such as discussion forums, profiles can be edited, sharing the learning material, management of personal calendar, features like chat and comments, and can be accessed online via the website.
Fig. 2. News feed page on e-learning
Fig. 3 shows the online class page in the LMS with interactive and collaborative platform.
5) Feature Comparation Based on the results of the identification of user needs, it was decided to test the LMS Moodle as a used e-learning to meet the needs of the user. The results of a comparison of the features of the Moodle LMS can be seen in Table IV. Table IV. Features Comparation Needs
1. 2. 3. 4. 5. 6. 7. 8. 9.
Discussion Forum Sharing Content Like and Comment Chatting Online Quiz Course Search Content Download Online Access User Friendly System
Fig. 3. Online class and discussion forum
LMS Moodle
Interactive & Collaborative Platform
Fig. 4 shows the chat feature in the LMS with interactive and collaborative platform.
6) Problem Identification Moodle LMS Test results showed that there are some features of e-learning are not available. In LMS Moodle, feature
Fig. 4. Chatting between users
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8) System Testing The system test consists of two parts, functionality testing with the blackbox methods that aim to ensure the system has built in accordance with the functionality as well and the system testing by using the methods of the E-learner Satisfaction to know the extent of the influence of the implementation of the interactive and collaborative platform at LMS. The E-learner Satisfaction test is done to find out the influence of interactive and collaborative platform implementation on the LMS and evaluate the system in terms of system interfaces, learning community, content and personalization. Of these four dimensions, we will be known whether implementation of the interactive and collaborative platform was better than the Moodle implementation which have tested in Fithrah Insani Junior High School too. The results of the evaluation of LMS Moodle and LMS which implemented with the interactive and collaborative platform can be seen in Table V.
Question
P4) The e-learning system records your learning progress and performance
LMS Moodle
Mean
Mean
I1) The e-learning system is easy to use
4,117647
2,235294
I2) The e-learning system is user-friendly
3,941176
2,352941
I3) The content provided by the e-learning system is easy to understand
3,941176
3,117647
I4) The operation of the e-learning system is stable
3,823529
2,588235
4
2
4,058824
2,294118
3,764706
2,764706
4,176471
3,764706
4
3,941176
4,117647
3,294118
3,882353
4,176471
3,823529
3,235294
4,235294
4,470588
3,882353
3,941176
4,058824
3,411765
3,647059
2,176471
Question
I5) The e-learning system makes it easy for you to find the content you need L1) The e-learning system is makes it easy for you to discuss questions with other students L2) The e-learning system makes it easy for you to access the shared content from the e-learning community L3) The e-learning system makes it easy for you to discuss questions with your teachers L4) The e-learning system makes it easy for you to share what you learn with the learning community C1) The e-learning system provides up-todate content C2) The e-learning system provides content that exactly fits your needs C3) The e-learning system provides sufficient content C4) The e-learning system provides useful content P1) The e-learning system enables you to learn the content you need P2) The e-learning system enables you to choose what you want to learn P3) The e-learning system enables you to control your learning progress
LMS Moodle
Mean
Mean
3,941176
2,764706
The results of these tests indicate that the use of the interactive and collaborative platform on the LMS can increase user satisfaction of e-learning in terms of interface systems, learning community, and personalization content as evidenced by the average value of the LMS which is built with interactive and collaborative platform is higher than the average value of a fourth dimension that belongs to the Moodle. The highest increase of these four dimensions is the interface of the system which means that students feel that elearning with interactive and collaborative platforms are easier to operate and more user friendly compared to Moodle. In addition, by using interactive and collaborative platform, the content of the material more easily searched by using the search feature material. With this implementation of interactive and collaborative platform, online learning not only combine the cognitive and constructive process but also social process, so students could be more active in learning and it support better interaction with the learning community..
Table V. System Test Result Interactive & Collaborat ive LMS
Interactive & Collaborat ive LMS
B. System Overview The system that built in this research is the E-learning system by using a social networking platform implementation. An overview of the system taken from the reference paper entitled "Interactive and Collaborative E-learning Platform with Integrated Social Software and Learning Management System" by Zhao Du, et al with the addition of such management conducted virtual classroom and knowledge management. The system is divided into four parts as shown on the Fig. 5. The top layer is user interface layer where users interact in elearning. The e-learning platform comprises web-based interface and mobile-based web interface. The second layer is information delivery layer which provides various forms of information services to users. This layer consists of news feed page and virtual class search service where users can access the e-learning content. The class search service is facilitate the users to find the class with much easier than scrolling the news feed manually. The next layer is course service layer. This layer provides the course service in the platform including virtual class service which contains course management and class registration, social application service with personal profile and chatting features and the last is knowledge service where course material sharing, course material delivery and tagging is located. The bottom layer is data layer which keeps virtual class data, social network data and knowledge data. The virtual class data contain open online class. The social network data consists all user interaction data, whether it was from chatting interaction or forum discussion. The knowledge data contains the digital
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source and additional information which not saved in other layers.
The result will be better if the testing was done when the students and teacher are fully focus on using the e-learning. And it would be interesting to assess the affects of UI/UX that used in the platform.
The most important layer to facilitate interaction and collaboration between users is information delivery layer [3]. This layer diffuse all the information types so it’s easier to build the social network or knowledge network between users.
V. FURTHER RESEARCH Further research should focus on survey questionnaire distribution in order to achieve targeted respondents. An intensive communication with the school authority needs to be established so that user needs identification and e-learning readiness measurement can be more optimally conducted. Another possible area of future research would be add the other important feature, that is, student of the week, students’ progress of learning, and improving the user interface usability. VI.
REFERENCES
[1] D. Rashty, "FLEXIBLE LEARNING," 15 January 2014. [Online]. Available: http://click4it.org/images/f/f5/Traditional_Learning_vs_eLearning.pdf . [Accessed 6 February 2017]. [2] I. Putri, K. A. Laksitowening and D. D. J. Suwawi, "Integrating Personal Learning Environment and Learning Management System: Concept, Analysis, and Implementation," in 2016 IEEE International Conference on Teaching and Learning in Education, Kuala Lumpur, 2016. [3] Z. Du, X. Fu, C. Zhao, Q. Liu and T. Liu, "Interactive and Collaborative E-Learning Platform with Integrated Social Software and Learning Management System," in Proceedings of the 2012 International Conference on Information Technology and Software Engineering, Lecture Notes in Electrical Engineering 212, Berlin Heidelberg, Springer-Verlag, 2013, pp. 11-18.
Fig. 5. Proposed system overview adapting from [3]
IV.
CONCLUSION
[4] C. Dalsgarrd, "Social software: e-learning beyond learning management systems," Eur J Open Distance E-Learn, 2006.
This study set out to implement the interactive and collaborative platform of Learning Management System based on institution e-learning readiness and knowing the impact of the implementation on e-learner satisfaction. The implementation of LMS with interactive and collaborative platform refers to the measurement of the level of readiness of e-learning at the institution that is tested using the McKinsey 7’s Model which assesses the readiness of institutions from seven main dimensions, structure, strategy, systems, skills, staff, style, and shared values. With the assessment on the seven dimensions of the measurement results, the readiness of institutions in implementing e-learning is more complete and thorough. If an institution has been declared ready for implementing e-learning, identification of user needs is carried out by means of dissemination of the questionnaire with respondents who have been taken into account. The identification of needs to be a reference implementation of e-learning to meet the needs of the user. And it is shown that the interactive and collaborative platform implementation has increase the user satisfication of elearning in terms of interface systems with a value of 3.96, a learning community with a value of 4, the availability of contents with value and personalization with the value 4.013.89. These values are higher than the results of the evaluation of LMS Moodle with the value system interface 2.46, 3.19 learning community, content 3.79 and personalization 3.07.
[5] M. Chatti, M. Jarke and D. Frosch-Wilke, "The Future of E-Learning: a shift to knowledge networking and social software," Int J Knowlearn, vol. 3(4/5), pp. 404-420, 2007. [6] A. M. Kaplan and M. Haenlein, "Users of the world, unite! The challenges and opportunities of Social Media," Business Horizons, vol. 53(1), pp. 59-68, 2010. [7] O. Pilli, "LMS Vs. SNS: Can Social Networking Sites Act as a Learning Management Systems?," American International Journal of Contemporary Research, vol. 4, no. 5, pp. 90-97, 2014. [8] E. LLC, E-learning Concepts, Trends and Application, San Fransisco: Epignosis LLC, 2014. [9] G. Sakarkar and V. M. thakare, "An Online Social Networking Architecture using Context Data for Effective e-Learning Systems," in Procedings of the Second International Conference on "Emerging Research in COmputing, Information, Communication and Applications" ERCICA 2014, Banglore, 2014. [10] A. A.-F. Alshaher, "The McKinsey 7S Model Framework For ELearning System Readiness Assessment," International Journal of Advances in Engineering & Technology, vol. 6, no. 5, pp. 1948-1966, 2013. [11] C. Aydin and D. Tasci, "Measuring Readiness for e-Learning: Reflection from an Emerging Country," Educational Technology & Society, vol. 8, no. 4, pp. 244-257, 2005. [12] J. L. Giese and J. A. Cote, "Defining Consumer Satisfaction," Academy of Marketing Science Review, vol. 2000, no. 1, pp. 1-23, 2002.
The results of this study indicate that interactive and collaborative platform is suitable for student's e-learning. A limitation of this study is that the timing of e-learning testing.
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