Learning Management System for Early Detection of ...

Learning Management System for Early Detection of Cancer Information Dissemination Anzaludin Samsinga Perbangsa Bioinformatics Research Group Bina Nusantara University Jakarta, Indonesia [email protected]

Bens Pardamean Bioinformatics Research Group Bina Nusantara University Jakarta, Indonesia [email protected]

Abstract—Information technology has served as a supplier of knowledge related to the health field. To reduce the rate of mortality due to cancer, knowledge of early detection of cancer is essential. This research aimed on how to design a Learning Management System (LMS) that was suitable for early detection of cancer information dissemination to health cadres, midwives, and physicians, so that they were able to learn the knowledge to support their works. The system requirements were gathered through observation, interviews, and benchmarking. The LMS was designed using Unified Model Language (UML) tools. The result was an LMS prototype that provided dissemination of information of early detection of cancer which can be accepted by a doctor, midwife, and health cadre. Its most valuable features included forum, chat, quiz, and certification. Keywords—Online learning, Learning Management System, early detection, information dissemination.

I.

INTRODUCTION

Online learning can be designed to contain information that can be used by users to learn things related to early detection of cancer. On online learning, students are far away from the teacher or instructor, and students use technology to access learning materials [1]. Online learning includes a variety of technologies such as the world-wide-web, email, chat, newsgroups, text, and audio and video conferencing that are delivered over a computer network (local area network, intranet or the public Internet) to provide education and training, either remotely or in the classroom. Web-based system that includes a publicly accessible web pages from simple to complex online delivery platform manage student access to content, group interaction, assessment and support functions such as online registration and student records [2]. The advantages of e-learning, among others are [3]: a. The freedom to decide when any lesson to be learned, b. Less dependence on faculty time constraints, c. The freedom to express thoughts, and ask questions, without limitation, d. Conducive environment for teacher to responses his/her students questions, e. The way which content is presented to makes it convenient to review the previous,

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Agus Putranto School of Information System Bina Nusantara University Jakarta, Indonesia [email protected]

f. Accessibility and availability, which students can explore content on their own choices, contribute to selflearning, and students can develop independent ideas, and are also useful in allowing students to take advantage of new knowledge obtained in connection with the assignment. Meanwhile, the disadvantages owned by the utilization of e-learning are just a natural consequence of e-learning management and the less supportive conditions such as [4]: a. The tendency to ignore aspects of academic or social aspects, b. Teaching and learning process tends towards training rather than education, c. The changing role of the teacher who originally mastered conventional learning techniques, has also demanded to know the technique of learning using ICT (Information, Communication and Technology), d. Not all of the available Internet facility (perhaps this is related to the question of access to electricity, telephone, or computer). The Learning Management System (LMS) emphasizes on learning management rather than course management, the ability to store educational content so it can be referenced by many courses, and the ability to streamline a distance or e-learning [5]. The features of LMS must be utilized to maximize the knowledge dissemination. The LMS features should be interactive, reliable, and can be easily used. Multimedia and Internet may help to implemented interactive learning, even without physically meet, by the presence of an LMS. By using LMS, administrator can manages online learning easily, such as providing content and managing user access. And with the LMS, the information to be conveyed can be organized in one place, as well as the provision of quizzes to test the ability of the participants (health cadres, midwives, and physicians). Learning Management System in principle is to develop structures and algorithms to meet the needs of the online learning system at the Dharmais Cancer Hospital. Generally an LMS has the following features [6]: a. Centralized administration and automation, b. The service allows users to self-served,

Proceedings of the 2013 International Conference on Computer Science and Information Technology (CSIT-2013)

c. d. e.

Facilitate and accelerate the preparation and provision of content, Supports portability, Allows personalization of content and knowledge sharing. II. METHOD

This study was a mixed type of qualitative and quantitative research. The research was conducted through observation, interviews, and discussions with doctors, midwives, and health cadres. Literature studies conducted to obtain data or information on cancer as well as information systems in modeling systems. The analysis outcomes resulted in the strategy of development of the system, identification user requirements, system design, content design, and prototype development. Framework in this study is shown in Figure 1 below:

Fig. 1. The research methodology

1.

Define the research. Early stages of this research began with outlining the background of the study and formulating the problems that existed. Activities undertaken in this phase were also supported by the literature of several journals as appropriate. 2. Design the research. From background and problem formulation, then research questions were formed for the research. After that, it was followed by a determination of the purpose and scope of the study. The scope of this study only focused on a few points with the following considerations: Online learning can be broadly classified into three main categories: content, service and technology. Each category can be studied in depth. But for the scope of this research was focused on the design of the LMS. Users of this prototype were health cadres and medical personnel (midwives, nurses, general practitioners and other health professionals). 3. Do the research. This stage consisted of activities: (1) data collection, (2) the design of LMS prototype.

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4.

Describe the research. Activities undertaken at the end of this stage were to make conclusions and recommendations from the research that had been done.

According to the type of data and analysis, the research methods used in this study were quantitative and qualitative approaches. Quantitative data collected were processed and translated descriptively so that this research can also be categorized as a descriptive study. Descriptive study was conducted to describe variables in a situation of interest to researcher [7]. Qualitative method was used to collect the data in more depth on the research. One method that can be used to get more information for qualitative research, which can be done by using in-depth interviews, where the interview was carried out directly on the sample (health cadres and medical personnel) to obtain the required data. This qualitative study was conducted to examine what kind of learning content that is easy to understand and be understood by the health cadres (community) and medical personnel in the delivery of information early detection of cancer through learning online learning media. Quantitative method was conducted by distributing questionnaires as a data collection method for the requirements gathering of LMS prototype. Quantitative research was done to get an overview of the results of the prototype design and to provide solutions that can be used for further development and improvement of the prototype. The expected output of this study was a prototype of LMS that can be easy to used by the health cadres and medical personnel in the study of early detection of cancer through online learning media. When selecting a specific system to be used in any institution as a LMS, there are certain procedures for this process  including  selection  and  identification  of  user’s  needs,   choosing a range of products required by the user and fulfill his/her requirements, assessing the advantages and disadvantages of each product, sorting products in terms of advantages and disadvantages, determining the results and selecting the best suitable option for a   user’s   needs.   The   following figure 2 represents this system [8]:

Fig. 2. The procedures for selecting the Learning Management System (Hussein, 2011)

Proceedings of the 2013 International Conference on Computer Science and Information Technology (CSIT-2013)

The LMS was designed using Unified Modeling Language (UML) tools, such as class diagram, use case diagram, and navigation diagram. Additionally, user interfaces are presented as an example of the display. III. RESULTS The LMS was designed to help users to learn knowledge about early detection of cancer, with the tools and facilities that can provide easy access to learn materials. Based on observation, interviews, and discussions with users (doctors, midwives, and health cadres), below are the specifications of the LMS: A. Factor The definition of the system based on criteria Factor: a) Functionality: The LMS supports the dissemination information for early detection of cancer, that can provide information easily, accessible, real-time and up to date. The resulting information can be a guidance for users in performing their works. b) Application Domain: The users who use this LMS are administrators, specialized doctors, and participants (health cadre, midwives and doctors). This LMS allow the users to interact using forum to support the learning process. c) Condition: The users (health cadres, midwives, and doctors) have been accustomed in using the Internet. d) Technology: The LMS is web-based so it can be used anytime, anywhere, and can be used on any PC (Personal Computer) or notebook that has an Internet connection. It can be used in all operating system platforms using any Internet browser that is connected via a LAN (Local Area Network), WLAN (Wireless Local Area Network), and the Internet. e) Object: The objects in the LMS are participants, courses, materials, assignments, and forum. f) Responsibility: The users who use this LMS are administrators, specialized doctors, and participants (health cadre, midwives and doctors). This LMS allows the users to interact using forum to support the learning process. B. Rich Picture The rich picture of the LMS is presented in Figure 3 as follows.

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Fig. 3. Rich Picture

C. Procedures The LMS is used by administrators to manage the LMS, specialized doctors to share the knowledge expertise, and medical personnel such as general practitioners, midwives, and health cadres as participants. The main task is to run the registration procedures, course management, preparation and delivery of learning materials; to set and assess quizzes, discussion forums; and to monitor comprehension of participants. The LMS consists of the following procedures: 2. Registration Procedure: In order to follow the course, applicants must register themselves by filling out the registration form. In the registration form there is an email address field to ensure that the email address can be used as the identity of potential participants. Emails are sent automatically by the system contains a link to a registration confirmation page. By clicking on the link in the email, the status of applicants is changed to participate. 3. Course Management Procedure: The role of an administrator is to manage course categories and courses. Course category is a container for these courses. A course can only be owned by one category. Once the course is created, the material prepared for the learning activities. 4. Preparation and Submission of Learning Materials Procedure: To prepare materials, specialized doctor collects, organizes, and converts the material into a digital format. Once the materials were converted into digital form, the specialized doctor submit them to the

Proceedings of the 2013 International Conference on Computer Science and Information Technology (CSIT-2013)

administrator. After that, the administrator uploads the materials to the LMS. 5. Quiz Creation and Assessment Procedure: To create a quiz, the administrators must create a new quiz, then, uploads the questions. Participants fill in the answers into the system, then the LMS calculates the score of each quiz’s participant. 6. Discussion Forum Procedure: User can create a new topic in the forum or give an opinion once his or her already logged in. Once a new topic is created, each user can write to express an opinion on the topic. 7. Monitoring Participant Comprehension Procedure: Any user who completes a quiz, its answers are stored in the database and the score is then calculated. When the user achieves a passing grade, he or she can print a certificate of completion.

diagram, figure 5 can only show the simplified version of the class diagram.

D. Clusters The LMS model consists of user cluster, course cluster, grade cluster, assignment cluster, enrollment cluster, group cluster, chat cluster, forum cluster, quiz cluster. The LMS consists of the following clusters as shown in figure 4. Fig. 5. Simplified Class Diagram

F. Actor Table There are three actors who use the LMS, namely Administrator, Specialized Doctor, and Participant (general practitioners, midwives, and health cadres). The relationship between the actors to the use case on the LMS is shown in Table 1. TABLE I. ACTOR TABLE Actor Administrator

Specialized Doctor

Participant

Registration

V

V

V

Manage courses

V

Manage events

V

Manage forum

V

Use case

Prepare course contents Fig. 4. Cluster

E. Class Diagram Based on the cluster and the relation between classes, the class diagram was created. From the class diagram, for example, the relationship between user and forum is one to zero or one to to many. It means a user can participate to a forum or never participate. On contrary, the forum must have at least one user is involved, that is the creator of new forum. Due to large size of the complete class

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V

Posting forum

V

V

V

Chatting

V

V

V

Taking quiz

V

G. Navigation Diagram To simplify navigation diagram, there are seven pages that represent the use case: home, login, registration, event, forum, quiz, and course. The navigation diagram shows the relationship between pages. Each page is described as detailed in figure 6.

Proceedings of the 2013 International Conference on Computer Science and Information Technology (CSIT-2013)

respondents prefer to experiment and feel (kinesthetic), and the least prefer by listening (auditory). As with the results of the study conducted by Reid (1987) where under the strata 1 would prefer the model of learning by seeing (visual), whereas in the strata 1 would prefer to experiment and feel (kinesthetic). This was related to the difference in education levels between the physician and the health cadres [10]. Features that were needed in this LMS were the interaction of media and chat forum, media presentation of learning materials (course), media quiz to measure participants' understanding of the materials, and a graduation certificate printing feature to enhance the motivation of participants. The forum was one of the most helpful features to improve the understanding of instructional materials through discussion among participants learning and teaching. It was encouraging that the forum should be well structured and has a rating feature for each post. Posts can be made in a variety of formats and can have attachments [11].

Fig. 6. Navigation Diagram

Home is the first page that LMS shows to user. From home page, user can login, register to course, continue to learn from course page, check whether any event in calendar, participate in forum, and take quiz.

The LMS provides early detection of cancer information dissemination tools, with the most valuable features such as forum, chat, quiz, and certification features. The LMS may improve the efficiency of dissemination information cost because users do not need to pay for transport nor accommodation to take the course. The need of high speed Internet connection may become the limitation of the LMS, mainly in remote areas. V. CONCLUSION

H. LMS Comparison In selecting an LMS, it can be compared what features it offers. The comparison can present a clearer picture to make a decision which is the most suitable LMS. It can be concluded that Moodle has many advantages over other LMS [9]. Its ease of use had a higher mark and most of respondents would prefer to use it over other LMS in the future courses that they enroll. Even though Moodle was rated as easier to use, this result was mitigated by the fact that 65% of respondents felt that their previous experience with learning management systems helped them to acclimate to the new system faster. The results of the research showed that in the aggregate, when the systems were compared in their entireties, that the Moodle learning management system was the preferred choice of the users. These results were echoed by the two other studies that were looked at in the prior section of this paper. Therefore, it can be concluded that the Moodle learning management system was more efficacious and effective learning management system than other learning management systems. IV. DISCUSSION In an effort to design an online learning as a learning media through the Internet and to deliver the maximum cancer   detection   knowledge,   this   study’s   model   was   compared with other learning models. This study found that most of respondents prefer learning by visual, but less

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This study produced a Learning Management Systems (LMS) that was able to minimize the differences in teaching methods and materials, thus providing consistent learning-quality standards. From the results of the LMS prototype design, e-learning method which was supported by the presence of features such as forum and chat interactions, the learning process can be performed simultaneously or real time without the constraints of distance and time. The application of the LMS has proven to be able to run well and is expected to be a medium to facilitate communication between the health cadres, midwives, and general practitioners in the learning process. This system is also needed to reach remote area to spread the knowledge of early detection of cancer. With the support of web-based technology, content and delivery of the learning process can be done anytime and anywhere without the cost of transportation and accommodation. The LMS for early detection of cancer may contribute to reducing the number of deaths caused by cancer in Indonesia and become a reference for further research in the LMS development for such purposes. It can be concluded that the LMS supported the early detection of cancer information dissemination which was used by the physician as a resource, while for medical personnel such as midwives and health cadres as learning materials.

Proceedings of the 2013 International Conference on Computer Science and Information Technology (CSIT-2013)

ACKNOWLEDGMENT We like to thank the team under the direction of Dr. Kardinah at the Dharmais Cancer Hospital, as the National Cancer Center in Jakarta, Indonesia. REFERENCES [1] [2]

[3] [4] [5] [6]

[7] [8]

[9]

[10] [11]

Kaninnen, E., Learning Styles and E-Learning, Learning styles in virtual learning environments, Tampere University of Technology, 2009, pp. 1-78. ANTA (Australian National Training Authority). "Developing elearning content", Australian Flexible Learning Framework Quick Guides Series, Version 1.00, 31 July 2003, http://flexibleleaming.net.au/guides/content.pdf. Bouhnik, D., Marcus, T., Journal of the American Society for Information Science and Technology, 2006, 57 (3), 299-305. Alfitman, E-Learning Berbasis Web: Konsep dan Implementasinya, Jurnal Business & Manajemen, 2006, 2 (2). Ceraulo, S. C., “Benefits   of   upgrading   to   an   LMS”, in Distance Educational Report, vol. 9, 2005, pp.6-7. Ellis, Ryann K. A Field Guide to Learning Management Systems, American Society for Training and Development, http:// www.astd.org/NR/rdonlyres/12ECDB99-3B91-403E-9B157E597444645D/23395/LMS_fieldguide_20091.pdf, 2009. Sekaran, U., & Bougie, R. (2009). Research Methods for Business: a Skill Building Approac,. Chichester: John Wiley & Sons Ltd. Hussein, H. B. (2011). Attitudes of Saudi Universities Faculty Members Towards Using Learning Management System (JUSUR). The Turkish Online Journal of Educational Technology, 43-53. Machado, M., & Tao, E. (2007). Blackboard vs. Moodle: Comparing User Experience of Learning Management Systems, ASEE/IEEE Frontiers in Education Conference (pp. 7-12), Milwaukee: IEEE. Reid, J. (1987). The Learning Style Preferences of ESL Students, TESOL Quarterly, 21, 87-103. Pandey, S. R., & Pandey, S. (2009). Developing a More Effective and Flexible Learning Management System (LMS) for the Academic Institutions using Moodle. International Conference on Academic Libraries, 249-254.

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