108_[International_Conference_on_Web-based_Le,_Reggie_232

32 “/.I UserRichClienl

User Rich Clint User RichClient AccessLayer

Web /Application Server Grid Layer

User Managemenl Lab ApplifaHon Server Lab Manegemenl Supervision Layer

LOcal Scheduler

Resources Layer

spce xspice
Sirnulalor
SimuIatrx

Database Database

Figurel. The architecture of virtual laboratory

Access layer provides user the function of design circuit, collaborative tools
with other students, including instructor. The most important componentsare:
0 Analoddigital circuit design workspace.

Virtual experimental instruments, such as oscillograph, multimeter. These
equipments can obtain the output from background server and convert data
into visual form.
0 Communicationpanel for multi-users communicationand collaboration.
0 User management panel for user logidlogout and authorization.
Grid layer mainly provides the function of user response and user
authentication.The most important components are:
0 Web server for responding to users’ request and returning the output data.
Global scheduling, which responses for choosing the appropriate laboratory
application server and load balancing when possible.
0 Data transfer modules for fetching the user-side circuit information and
forwards to Lab application server.
Supervision layer specific services are gathered. These services have to be
implemented taking into consideration a given device and their specification.
The most important components are:
0 Lab application server, which receives the user circuit data, generates
circuit netlist file and sent to local scheduler.
0 Learning material system (LMS) for managing laboratory instructional
material, including user management and lab management.

33

Resources layer which consists of modules of experiment execution, circuit
simulation and also the necessary software and database. These modules are:
0 Local scheduler, with responsibility for arranging the circuit netlist file into

a FIFO queue according to each simulator.
0 User database, which is the storage of user information and log file.

Spice simulator, answering for simulating analog circuit netlist.

XSpice simulator, answering for simulating digital circuit netlist.

3. GUIs Design and Development

A friendly, interactive user client enables the instructors to develop a virtual
laboratory environment which the intended students can interact with. Modern
Electronic Design Automation (EDA) software, such as PSpice, Electronic
Workbench, is used to establish virtual laboratory for educational purpose.
However, most of the EDA software cannot provide sufficient educational
instruction to users, for the lack of friendly user interface, especially web-based,
interactive visual interface, which can enhance user experience, and significant
impact on users' motivation and learning effect. Concerning more complex and
friendly interaction, system involves a user dragging and dropping a wire from a

pin of circuit component to assemble a circuit. Afier submit the circuit to

background server, students can actually view the waveform together with any
relevant diagrams or data instead of the long plain text form paragraph output
description, which the students may have difficulty in understanding. Not only
will this explain the process more clearly, but also the students would derive
more enjoyment from learning in such a rich and creative Internet environment.

System adopts flash client to build the system instead of VRML (Virtual
Reality Model Language) .Though VRML is a popular web tools for generating
the immersing learning material via Internet and there are many helpful cases
have been de~eloped'~T.he main disadvantage of using VRML is high
hardware and network bandwidth requirement and low efficiency of appending
new experiment items. Using flash can build user interface with less file size.
Furthermore, it is support XML data exchange protocol.

System adopts the flash MX2004 to build the user interface. The user
interface consists of some circuit instruments and apparatus, such as
oscillograph, signal generator, multimeter, and circuit board with a set of diodes,
transistors, resistances, potentiometer and other circuit components (shown in
Figure 2). Users can generate a wire through drag and drop on any pin of
components, build any circuit as they wish, power the circuit and use
oscillograph and multimeter to check any pin's waveform and voltage value.
When the power is on, users can change adjust the circuit and apparatus, for
example, turn the knob of a potentiometer, or change the signal frequency of the
signal generator. Once the users do that, the displayed result will be refreshed in
real time.

34

Figure 2. The GUIs componentsof system
a: analog circuit design panel b: digital circuit design panel c: multimeter

d: voltameter e: oscillograph fisignal generator
4. System Evaluation
The system has been tested by more than 200 undergraduate students from
Zhejiang University and EastSouth University in circuit course instruction, at
2004 autumn. In order to analysis the instructional effect of this system, we
made a survey on students' attitude to system. From the feedback and data from
survey, we found more than up to 95% students hold positive attitude.

El Enhance understanding W Improve operational skill
0Promote learning interest 0 Inspirit innovation
Figure 3. The detail survey result of system evaluationand users' feedback.

35

5. Future Works

Because all the users using the system is on-campus students, so the server
architecture is centralized and system suppose the users' bandwidth is sufficient.
The next step of system is to develop a multi-users collaborative system;
especially the serve architecture is distributed. According to the new system
requirement, some new feature maybe considered. Firstly, design a distributed
multi-server architecture, such as Grid-based. Secondly, because of the
communication between servers is via Internet, the network QoS can't be
guaranteed, so adoption the mechanism of interest management to reduce and
filter the data flow of network is needed. Finally, we need to develop a new
scheduling algorithm to realize the load balance between servers real-time
according to users' action.

6. Acknowledgement

Thanks to Mao Song, Huang Yuewei, Mao Yunjie and Ouyang Yang for their
work on system design and development.

References

1. Ingvar Gustavsson, Laboratory Experiments in Distance Learning,
International Conference on EngineeringEducation, 8B1-14(2001)

2. Bourne, J. R., Brodersen, A. J., Campbell, J. O., Dawant, M. M.and Shiavi,
R. G.,A Model for On-line Learning Networks in Engineering Education,
International Journal of Engineering Education, 253-262(1966),.

3. Moure, MJ.,Valdes, MD.,Salaverria, A.,Mandado, E., Virtual laboratory as
a tool to improve the effectiveness of actual laboratories, International
Journal of Engineering Education,Vol.-20., 188-1921(2004)

4. Budhu, M, Enhancing instructions using interactive multimedia
simulations, Simulation, 222-23l(2001)

5. Guimares,EG,Maffeis,AT,Pinto,RP,Miglinski,CA,Cardozo,E,erge~an,M
Magalhaes,MF,REAL-A virtual laboratory builtfiom software components,
Proceeding of The IEEE,Vol-9 1.440-448(2003)

6. Ko,CC,Chen,BM,Hu,SY,Ramakrishnan,V,Cheng,CD,Zhuang,Y,CheAn
Web-based virtual laboratory on aRequency modulation experiment, IEEE
Transactions on Systems Man and Cybernetics Part C-Application and
Reviews, Vol-3 1.295-303(2001)

7. Ybarra, Gary A,, Introduction to wireless control and virtual
instrumentation using Lab VIEW, ASEE Annual Conference Proceedings,
7PPV998)

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8. Li, Shuhui; Khan, Abrar A., Developing digital measurement and analysis
laboratory in circuits and electronics lab at TAWK,ASEE Annual
Conference Proceedings, 3225-3238(2004)

9. Ferrero,A,Piuri, V, A simulation toolfor virtual laboratory experiments in a
WWW environment, IEEE Transactions on Instrumentation and
Measurement,Vol-48. 741-746(1999)

10. Fukui,Y,Stubbings,A,Yarnazaki,T,Himeno,R,Constructing a virtual
laboratory on the internet: The ITBL portal, High Performance Computing,
Lecture Notes in Computer Science,Vol-2858., 288-297(2003)

11. Anido,L,Santos,J,Caeiro,M,Rodriguez,J,An online environment supporting
high quality education in computational science, Computational Science-
ICCS 2002, Lecture Notes in Computer Science,Vol-233 1.,872-88l(2002)

12. Wang,JX,Lu,WN,Jia, WJ, A new architecture for web-based virtual

laboratory with CORBA, Advances In Web-based Learning - ICWL 2003

Proceedings, Lecture Notes in Computer Science,Vol.-2783., 104-
113(2003)

13. Kam,Y,Cheong,S,Chien,S,You,AD,esign and development of a multimedia

interactive labfor distance learning applications in the WWW,Advances in
Multimedia Information Processing-PCM 2002, Lecture Notes in Computer
Science,Vol-2532., 993-lOOO(2002)
14. Dong, Yabo and Zhu, Miaoliang, The animationforming mechanism in VR-
based virtual laboratory, IEEE Region 10 Annual International
Conference, 269 - 272(2002)
15. Schmid, C,A remote laboratory using virtual reality on the Web,
Simulation,Vol-73., 13-21(1999)
16. Lawenda,M,Meyer,N,Rajtar,T,Okon,M,Stoklosa,D,Stroinski,N,Popenda,L,
Gdaniec,Z,Adamiak, RW, General conception of the virtual laboratory,
Computational Science-ICCS 2004, Lecture Notes in Computer
Science,Vol-3038., 1013-1016(2004)

A MECHANISM FOR KNOWLEDGEMAP CONSTRUCTIONON
PERSONALIZED E-LEARNING PLATFORM:A SEMANTIC
APPROACH

SHI-MING HUANG, HSIANG-YUAN HSUEH, AND HSING-YUN JIANG
Department of Information Management,National Chung-Cheng Universiq, Taiwan.

Abstract

The concept of e-Learning particularly emphasizes how to establish training scenario and integrate
on platforms with heterogeneity manners. It is obvious that e-Learning is considered as an important
issue for governments, enterprises, and education organization. However, there is still neglect for
such issues. Without a systematical approach for construction of personalized e-Learning platform,
the effect of such platform will be decreased since the learning path might not be adequate for
various learners and educators. In this study, we proposed a systematicapproach for knowledge map
construction adequate for SCORM-based e-Learning platforms. With aid of knowledge map
construction approach, knowledge map can be systematically constructed in such platform, with
more personalized manners. In this article we also applied a simple case for competency
management in order for feasibility analysis. With aid of result of this article, it is possible for
e-Learning platform construction with more personalized, systematical, and semantic manner for
insight knowledge. It can therefore facilitate more on e-Learning process based on an e-Learning
system, with more tit on users’ personal requirementsfor learning.

Keywords: e-Learning ,KnowledgeMap, Competency, Personalization,SCORM.

1. Introduction
As the popularity of Internet, the concept and implementationof e-Learning had
become more and more important issues, since Information and Internet
Technology dramatically changed the ways for learning, with the role of
learning and training in both education organizations and enterprises also
dramatically changed. As media of learning is varied on Internet, learning
methods are also changed with more and more portable, flexible, and adaptive
manners. Internet has therefore been widely adopted as a medium for
network-enabled transfer of skills, information, and knowledge. Current
evolution of learning platforms, such as Web-based distance learning with aid of
Internet Technology, supports significant improvement for online courses and
training [ 11.
It is indeed that e-Learning is important. The concept of e-Learning particularly
emphasizes how to establish corresponding training scenario, and integrate on
platforms with heterogeneity manners, such as Knowledge Management or
Human Resource Management. With integration mechanism among
heterogeneous resources, efficiency and effectiveness of e-Learning will be
properly improved.
It is obvious that e-Learning is considered as an important issue for governments,
enterprises, and education organization [ 2 ] .As for research in e-Learning, it is
considered as a very important issue to look for a solution of personalized

37

38

e-Learning platform construction [3], particularly with a systematic manner,
since the quality of e-Learning platform will directly impact the effect and
efficiency of e-Learning, and the behavior of e-Learning status might be varied
from different learners and educators.
Currently, the Sharable Content Object Reference Model (SCORM) [4] is
considered as hndamental standard of e-Learning platform. However, there is
still neglect for construction of personalized platform. It is still developer-based
and experience-based approach SCORM-complaint e-Learning to be developed.
Without a systematical approach for construction of personalized e-Learning
platform, the effect of such platform will be decreased, since the learning path
might not be adequate for various learners and educators.
In this study, we proposed a systematic approach for knowledge map
construction adequate for such SCORM-based e-Learning platforms. With aid of
knowledge map construction approach, knowledge map can be systematically
constructed in such platform, with more personalized manners. In this study we
also applied a simple case for competency management in order for feasibility
analysis. With aid of result of this article, it is possible for e-Learning platform
construction with more personalized, systematical, and semantic manner for
insight knowledge. It can therefore facilitate more on e-Learning process based
on an e-Learning system, with more fit on users’ personal requirements for
learning.

2. Related Works
2.1 Definition of e-Learning
As for definition of e-Learning, it can be defined as a way for propagation of
educational information, with aid of Internet and Information Technology [ 5 ] .
The characteristics of e-Learning include shar-ability of learning-related
resources, anytime, anywhere, and any-thing learning. Summarily, e-Learning
can be defined as learning behavior by aid of Internet and Information
Technology. It can also be considered as extension of traditional learning
process with aid of management among communities,developers, and expertise.

2.2 Knowledge Managementfor e-Learning Platforms
Knowledge management (KM) is a systematic process that helps users gather,
exchange, and distribute various forms of knowledge, for creating maximum
performance and productivity [b].With facilitate of Information Technology, for
both organization and personal, knowledge can be effectively and rapidly
applied to support problem solving. Improved knowledge management process,
such as knowledge producing, knowledge storing, and knowledge transferring
with knowledge bases, is indeed shorteningtime of problem solving.

39

On the other hand, the notion of knowledge map had become an important
component in knowledge-based system, including e-Learning platforms.
Knowledge map is currently considered as core component of KM. It can be
defined as a form for knowledge presentation, which can facilitate users to
discover knowledge efficiently [7]. Summarily, it is expected to have more
widely adoption and implementation on e-Learning environments, transferring
current data and information management view to knowledge management view.

2.3 Competencyfor Human Resource Management
Competency theory has been integrated to e-Learning nowadays. IMS
organization [8] defined the concept of competency and Reusable Definition of
Competency or Educational Objective (RDECO). Competency denotes
relationships among knowledge, attitude and ability, which is related to certain
jobs and certain employees. The impact of performance and working behavior of
one employee can be reflected from such knowledge.
Competency can be strengthening by training. It is expected to be widely
applied on human resource management (HRM) [9]. The issue of human
resource management and e-Learning integration was discussed due to
development of e-Learning. It is also expected to exchang&'metadata more
convenientlyto improve employee competencies and performance.
There are some studies that have been focused on application of competency
theory for learning behavior management. For example, [3] proposed a
framework for personalized e-Learning platform, based on itineraries and
long-term navigational behavior. With an embedded knowledge discovery
module from database (KDD), it is possible to look for personal behavior from
historical data.

2.4 PageRankfor Resource Weighting
The PageRank Technology is proposed by [lo]. In PageRank Technology, the
characteristic of web hyperlink can be utilized for reference citation analysis.
The rank of one resource can be evaluated as weight values with such analysis.
Such technology is particularly accepted in Google [ I11 Search engine. The rank
of one web source is depended on reference attribute, that is, page hyperlinks
reference to the resources. The rank value of one web resource is higher if there
are more pages hyper-links to that resource. With such mechanism, the rank of
search result can be properly determined. In this study, we applied such
approach to evaluate the rank of learning resources according to personal
information, in order for more personalized knowledge map construction.

40

3. Mechanism with a Simple Case Illustration

3.1 Overview
The following Figure 1 illustrates the overall mechanism of this study. In the
mechanism, learning knowledge documents on Learning Management System
(LMS) which are compatible with SCORM 1.3 [4] Content Aggregation Model
(CAM) standard are used as system input. Two components are contained in
such document: One described learning content, and another described learning
components, that is, Sharable content Object (SCO) and assets on SCORM-com-
patible e-Learning platforms. The competence dictionary is a database with
manually-constructed competence information. Knowledge map is constructed
systematically as output, from Content Model and metadata in CAM.

- - -I- 1
I
I
I

I

I

I

I-

Figure 1: Overview of our mechanism.

3.2 PageRank Approachfor WeightingEvaluation
For relationship analysis, PageRank approach is applied in this study. The basic
principle of Relationship can be defined as connection status for one component
or document. As one learning document i be linked to documentj, the value of
PageRank Relationship variable is defined “I”, otherwise, its set as “0”. The
status of multiple learning documents from i t o j can be stored in Array A as:

,,a = 1, If learning courselSCOlassetjbe linked from learning document i.

0, If learning courselSCOlassetjbe not linked from learning document i.

,where i,j E N ...

Additionally, in this study we defined the term bi-directional link relationship
between two learning resources, when they both connected to one learning
object. Then the PageRank (PR) value can therefore be properly evaluated from
PageRank array.

41

3.3 Learning Document Construction

The first phase is document construction. It is responsible to construct learning
documents with competence identification.There are three steps, as follows:
Step 3.3.1:semantic extraction
Firstly, we extract semantically patterns of Meta-data for identify learning
documents, and identify the keyword of domain knowledge in this course
through semantic analysis. We can therefore parse the description of Human
Resource B. The pseudo code algorithm can be shown in the following Figure 2.

B.pur
h r p ISany non-atom 69ntence w cwrpnt h e node

hsn

Choosethej r s t ley?hand sentence sepator asc m n t mot node;
The left-hand-ade ojmntencej m m mot is the ky?-hand-m& sub-nodeojmot;
The nghl-hand-ado ojssntencej m m mot ISthe nght-hand-srdaarbnode o,fmot;
h x i - ~ m~peamlepmcessj o r ley?-hand-adosub-nodo o j m t ;
h r u i - 6 1s~opuate processfor r z g h l - h d m d e arbnode ojmot;
End

Figure 2: Algorithm for separating sentence into a semantic tree.

Step 3.3.2:semantic comparison
After getting the keyword of domain knowledge, the semantic will be then
compared with the competence dictionary according to HR-XML framework
[ 121. There are two measurements for comparison of semantics:
0 Naming-conflict: Denotes the synonym or homonym condition for

compared semantics.
0 Structure-conflict. Denotes the conflict condition for structure or

expression conflict for compared semantics. Types of structure conflict
include data type conflict, data dependency or foreign key conflict, and
keyword conflict. It is occurred when different parameters are set in
different learning resources, with the same or similar semantics.
Step 3.3.3:content identij2ation
Finally, we mark available learning documents with meta-data for competence
identification for further relationship analysis in next step.

3.4 Knowledge Map Construction
The second phase is knowledge map construction. It is responsible to construct
learning Knowledge Map for Competence Evaluation. Firstly, it is necessary to
translate the manifest information of one document to corresponding conceptual
connection model.
Step 3.4.I : connection initialization
Firstly, it is needed to perform relationship connection analysis to “type of
relationship” information described by Learning Objects Metadata (LOM) in
CAM. With description of recourse connection in “Relation.Resource”

42

information, result of connection analysis can be stored in a knowledge
connection status table for further relationship analysis. From our case
illustration for Human Resource B, assume it is pre-defined for goals of this
course to improve the following competences: Coordination, Persuasion, and
Negotiation. And the connection status can be summarized as the following
Table 1. Notice that in this case the PageRank evaluation is not necessary, since
learning resources are connected only with one-way-directional tree. The
connection status model among learning resources can still be generated, as
shown in the following Figure 3. In this case we can use degree of connection
for one learning object as value of weighting. For example, it is obvious that
four courses is related and connected to SCO A. It is therefore that the rank for
SCO A is 4.

Human resource B Coordination, Persuasion, and Negotiation. A, B, C
Communication skill Persuasion and Negotiation. A, D, E
Social communication C
Art of communication Social perceptiveness, Persuasion and Negotiation. A, E
Persuasion and Negotiation. A, C

Figure 3: Knowledge Connection Status model from the case illustration.

Step 3.4.2: relationship analysis
Finally, in this step PageRank approach is applied to look up personalized list of
important learning objects for certain competences. Such information will be
output as form of knowledge map.
In this step we applied approach from [lo] to calculate final PR value for SCO
learning objects:

...PR(A) = (1-d) + d(PR(tl)/C(tl) + + PR(tn)/C(tn))

43

In above equation, d denotes damping factor, which is practical PR partial value
when the course link to another course. It is set that d is 0.85 in this study. PR(A)
denotes sum of PR value of all external course from tl to t,. According to
PageRank mechanism, therefore, PR(A) gets PR partial value from every
external course. PR(t,) denotes PR partial value of each external course. C(t,)
denotes total link degrees of each external course. Thus, 85% PR partial value
will be retrieved in every external course. That is, the parameter of 0.85 has
average distributed to all external courses. The PR value of our case illustration
is shown as the following Table 2. As stated above, the PR value of every course
could be evaluated by PageRank mechanism. As one learner attempts to look for
more Negotiation skill, the learning path adequate for certain learner, that is,
knowledge map, can therefore be generated with form of PR value list.

4. FeasibilityAnalysis: a Simple Case Scenario

In this study, we applied the O*Net competency database [ I3 I to construct our

prototype system. An expression language for O*Net is also provided for
definition of competency information for each employee or job [131.
The metadata and data dictionary of O*Net is pre-defined. Currently the
definition version is 7.0. In this study, descriptors are applied for measurement
of personalized categorization. Furthermore, in order to adequate for
characteristics of e-Learning platform, we applied three factors as input for
analysis: Skills, Knowledge, and Abilities. There are 60,456 data items in
Knowledge factor, 64,120 in Skill factor, and 95,264 in Abilities factor. It is
enough for various competence information expressions.

5. System Implementation:An SCORM Approach
In this study, we applied Open Knowledge Initiative (Om)[ 141 architecture for
our prototype system. In such architecture, we divided the e-Learning platform
into four layers: infrastructure, service API, services, and educational
applications. The underlying infrastructure contains fundamental services, such
as file service and database service, play as role of resource repository. The
service API is tools for accessing of SCORM compatible resources. The service
in this platform contains knowledge management and competency management
modules, for implementation and manipulation of our mechanism. Finally, the
application layer contains interfaces for learning functionalities.

44

6. Conclusion
In this study, we proposed a systematic approach for knowledge map
construction adequate for such SCORM-based e-Learning platforms. With aid of
knowledge map construction approach, knowledge map can be systematically
constructed in such platform, with more personalized manners. We also applied
a simple case for competency management for e-Learning on Human Resource
Management issues in order for feasibility analysis. The prototype is
recommended to be constructed according to OKI framework, With aid of result
of this article, it is possible for e-Learning platform construction with more
personalized, systematical, and semantic manner for insight knowledge. It can
therefore facilitate more on e-Learning process based on an e-Learning system,
with more fit on users’ personal requirements for learning.

7. Acknowledgement
The work presented in this study has been supported by National Science
Council, Taiwan, R.O.C, under Grant No. NSC 93-25244-194-004. We deeply
appreciate their financial support and encouragement.

Reference
[ l ] Zhang, D., Nunamaker, J. (2004), A natural language approach to

content-based video indexing and retrieval for interactive e-learning, IEEE
Transactions on Multimedia, VI (3), 450-458.

[2] Brennan, M. (2003), US.Corporate and Government e-Learning Forecast

2002-2007. IDC.
[3] Mor, E., et. al, (2004). e-Learning Personalization based on Itineraries and

Long-Term Navigational Behavior, Proceedings of the 13th international
World Wide Web conference on Alternate track papers and posters,
264-265.
[4] Advanced Distributed Learning, web site available at:
httr,://www.adlnet.org.
[5] Rosenberg, M., (200l), E-Learning: Strategies for Delivering Knowledge in
the Digital Age, Powells (pub.).
[6] Weidner, D. (2002). Using connect and collect to achieve the KM endgame,
IT Professional, IV (l), 18-24.
[7] Beep Knowledge System: Knowledge Map Search, web site available at:
htt~://www.beepknowlednesystem.orn~nowled~eMa~.as~
[8] IMS Global Learning Consortium,web site available at:
http://www.imsglobal.org.
[9] Hall, B. (1997). Web-based training cook book, New Work, John Wiley and
Sons.

45

[101Lawrence, P., et. al, (1998). The PageRank Citation Ranking: Bringing
Order to the Web, Stanford Database Group Publication Server, web site
available at:
httr>://db~ubs.stanford.edu:809O/cgi-bin/makehtml.cgi?docume1n9t9=9166.

[111Google Technology,web site available at:
httr>://www.google.com/technology.

[121HR-XML Consortium, Inc., web site available at: http://www.hr-xmI.org.
[13]0*NET Online, website available at: http://online.onetcenter.org
[1410pen Knowledge Initiative, web site available at: httu://www.okipro-iect.org

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YET ANOTHER PLATFORM FOR WED-BASED LEARNING

T. S. LI, S. M. WONG and REGGIE KWAN

School of Science and Technology
The Open University of Hong Kong, Hong Kong

Abstract

In this paper, we will introduce an online education platform which enables the teacher to organize
teaching materials, assignment booklet release, classes scheduling, interactive communications with
students and updated stop presses on the Web. This platform is especially useful for a distance
learning environment.

Introduction
We have seen rapid progress in online learning platforms over the last decade.
There have been quite a number of online education platforms like WebCT [11,
Lotus Domino [ 2 ] , Blackboard [3], Learn Wise [4]and First Class [5] in the
market. The main feature of the online platform is to provide learners with an
effective and efficient learning environment through the use of web-based dis-
cussion forums, online materials, self-help tests and electronic assignment sub-
mission.

Many teachers have found these platforms very useful in terms of organiz-
ing online discussion forums, publishing teaching materials [6]. However, these
platforms are not quite as useful when they are used in a distance leaning educa-
tion. In this paper, we will first discuss what extra features that are needed for
the distance education environment. Then we will introduce a platform we de-
veloped that addresses these requirements.

Extra Features that are needed for distance education
An online teaching platform must provide the following features:

A tool for teachers to upload teaching materials;
An online discussion forum.

Some platforms like Blackboard also allow students to work together and then
the teacher is able to observe how they work. However, this facility is not very
popular at the time being because:

In a conventional face-to-face institution, it is better to have students
actually work together face-to-face [7].
In a distance learning institution, students might come from different
backgrounds and therefore some may not be able to afford the high

47

48

speed internet connection, some may not have a quiet environment at
home that they can concentrate at the work.
Although real time interactive learning environment is the way to go in the fu-
ture, right now it is not as useful as other teaching media like static and dynamic
web pages, animation, discussion forum etc.
Most of these online educational platforms were built with conventional
educational institutes in mind, so they lack some of the features that are impor-
tant in distance educational institutions:
A way for the teacher to organize teaching schedules, assignment sub-
mission dates, classes. These features are important to distance educa-
tional institutions because we need to have a way to alert students of
what are going to happens. If we have the electronic records of all the
teaching schedules, assignment submission dates etc, then we can send
email or other messages to alert students about anything that is to hap-
pen. This feature is less important in conventional educational insti-
tutes because students go to school everyday and submit assignment
regularly. So they usually are aware of the classes or assignment dead-
lines. However, students studying in the distance learning mode are
usually tided up with a day time job and therefore need special remind-
ers from time to time.
0 Electronic submission of assignment and online marking facility.
Again, this feature is not very useful for conventional institutions be-
cause students would go to school everyday and therefore they can
submit the assignment to their teacher in person. However, using elec-
tronic submission of assignment would not only allow distance learning
students to submit assignment more easily, it also has some by-
products. For example, when students submit their assignment elec-
tronically, it is possible to add an automatic plagiarism detection mod-
ule [8].

The main features of our online learning platform

The platform has four main modules:
0 module for organizing teaching schedules;
0 module for publishing teaching materials;
0 module for electronic assignment submission and marking;
0 module for tracking student's assignment submission progress.

The platform has two different views:
0 a teacher's view which allows the teacher to organize the course;

49

a teacher's view which allows the teacher to organize the course;
0 a student's view which allows student to view different schedules, ma-

terials and to submit assignments.

Module for organizing teaching schedules
In this module, we allow the teacher to set teaching schedules like class timeta-
ble, assignment deadlines. In the Open University of Hong Kong (OUHK), we
have two different types of face-to-face classes, one is tutorials and the other is
surgeries. Students are divided into tutorial groups so that about 35 students are
in one group.

The page to enter the teaching schedule is shown in Figure 1. This page
contains a table that allows the teacher to key in different topics, assignment
deadline (assignments are known as TMA in OUHK), tutorial and surgery times.
After keying in the time for tutorials and surgeries, there are pages to key in the
tutorials and surgeries details like tutors in charge, teaching contents and venue.
Since all the information is stored in a database, it is possible to send alert mes-
sages to all students and tutors to inform them of upcoming events like tutorial
classes, assignment deadlines etc. The student's view of the teaching schedules
is shown in Figure 2.

50

Electronic Assignment Submission
As mentioned above, electronic assignment submission is a very important
component on a distance learning platform. If many students are trying to sub-
mit the assignment at the same time, then it is possible that the upload rate be-
come unacceptably low. Student will be very frustrated if they start up the sub-
mission process minutes before deadline but cannot finish after the deadline.

1 Presentation Schedule of MT311(2001-OCT) H

Figure 2 Teaching schedule

There are several ways to solve this problem. The first way is to add a registra-
tion step before the actual uploading. Students are given a small program which
they run at home. The program will read in the assignment file and produce an
MD5 hash code. Then, student will use this hash code to register with the online
platform. The time when student register the hash code is considered to be the
time of submitting the assignment. Then students can have a number of days to
upload the assignment. In this way, they do not have to rush to upload the as-
signment.

51

The second way is to break up the assignment into small chunks and then
upload the chunks one by one. In this way, a students need to run a small pro-
gram on their computer and then the program will read in the assignment, gener-
ate a hash code and register this with the server, then finally it will send the as-
signment in small chunks. Students can stop the program at any time and restart
the program to upload any chunks that have not been uploaded. Again, the
submission time is taken to be the registration of the hash code. The program
will communicate with the server to determine the delay between sending two
consecutive chunks according to the current server loading.

Publishing teaching materials
It would be simple to publish materials if it is pure text or html that does not
include pictures or other documents that are hyperlinked. In this case, we just
need to set up a form for the uploading of text or html. However, if the materi-
als contain pictures and other documents that are hyperlinked, then this method
would have problem.

One method to solve this problem is to have the pictures and other hyper-
linked documents uploaded first and then each of them is referred by a URL.
Then the html file would refer to the URL and then uploaded to the platform.
However, this method requires the user to keep track of the URL of each picture
and require the uploading of each picture to be done individually.

In our platform, the user uploads a zip file that contains a file named in-
dex.htm1 and all other relevant files. It should contain directory information.
The server will then expand the zip file in a dedicated directory together with all
the files in appropriate subdirectories. Of course, all reference to pictures in the
zip file must be using relative links. In this way, all the html files and pictures
can be uploaded in one go.

Currently, teaching materials are divided into the following categories:

0 PDF files
0 Online activities
0 Self-tests
0 Online reading
0 Errata
0 What's new.

Obviously, PDF files, online activities, self-tests, online readings are usually
prepared before the class starts while what's new, errata will be published from
time to time when there is a need. So when we publish an errata or a what's new
item, we want to show that time when it is uploaded. Figure 3 shows the page
where the user can input the contents for errata. You can see that there is a field

52

to allow the user to upload a zip file. Right below that field is a text area for the
user to enable a pure text version of the errata. Figure 4 shows the students'
view of the errata.

3Uploadhtml canterts

Errata 4.1 posted at 14-Mu-05 23:21 [ JDelete Errata1

Page 4 Inthe matcnd.you were told how to allow an appler access a local iile when the appletIS executedunog applemcwer Ifyou

want to by this ~na browrcr, then you need the follormngsemng

Figure 3 The page for entering errata

Conclusions

This paper introduces an improved online learning platform which is especially
suitable for distance learning education. Our platform offers a better attractive
environment to help teachers organize effective online learning materials and
scheduling for distance learners. The system also incorporated with a more
flexible system for electronic submission of assignments in which the student
could upload assignment independent of time and space.

53

B m t a for unit 4 I

Posted at 14Mar-05Z3:21

Page 4 Inthe material, yw were told how to allow m amlet m e s a Iml file when the *let
is executedusing applebiewer If you wmt to by this in a browser, t k n you needthe follwing

Setting

In wder to allow appleh rurninginbrowsersto have mess to y a r local files, y o u needto
have a file called java policy sitbrg Iny w home directory If you a e using XP and y w use^
mme on that machine Is abc,then y w home directory sharld be

Figure 4 Student's view of the errata

References
1. WebCT, http://w.webct.com
2. Lotus Domino, http://www-306.ibm.com/software/lotus/
3. Blackboard, http://www.blackboard.com
4. Learnwise, http://www.learnwise.com
5 . Firstclass, http://www.firstclass.com
6. Learning Technology Group, Centre for the Enhancement of Learning
and Teaching, "Report on E-Learning survey 2004",
http://domino.lancs.ac.uk/CELT~earnTech.nsf/O/C7CA62ECAO89DA
BB80256EC800384B7 1/$FILE/survey2004SA.doc?openelement.

54

7. http://~.iped.vxu.se/forskn/projekt/wm/texts/NLrepor.htm

8. S. C. Ng, T. S. Li and H. S. Ngai, "Plagiarism Detection of Program-
ming Assignments in Distance Learning",Proceedings of the 21st
ICDE World Conference on Open Learning and Distance Education
(ICDE 2004), Hong Kong, Feb 18-21 2004.

PART TWO Models

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BLENDED LEARNING APPROACH: A Strategy to Address the
Issue of Declining Enrollment in Mechanical Programs and
A Promising Model in Teaching AutoCAD in Arabic

R . BEDRI and M.O. AL-NAIS
College of Technology at Hail, P.O. Box. 1690Hail, Saudi Arabia

Tel: +966 6531 7705 ext 240 Far: +966 6531 7704
e-mail: r bedri@,vahoo.com

ABSTRACT
This study explores the various strategies that can be
envisaged and deployed in view to address some critical
issues including declining enrollment, excessive drop-out,
and attrition.
Furthermore, this contribution reports on preliminary
findings emerging from an ongoing analysis aimed at
understanding the impact of Blended Learning Approach on
the teaching of AutoCAD and the opportunity to extend the
use of this new technology to more courses.

1. Introduction
The forces of Information and Communication Technologies (ICT) on one hand
and globalization of education on the other hand are slowly, but dramatically,
transforming education from narrow, local, face-to-face-basedtype of education
into a global, technology-based, student-centered learning in which online
education is a key component [I]. This reshaping of education has inexorably
started and concerns every aspect and types of learning including vocational
training and technical education.
To our standpoint, globalization should mean erasure of both physical and
virtual barriers without elimination of intrinsic cultural values and ethos. In this
perspective, every nation, be it a third world one, should welcome and grab the
unique opportunity bestowed by the ICT technologies to address critical issues
pertaining specifically to education and which are exasperated in the poor
countries by demography and limited resources.
In the kingdom of Saudi Arabia, the General Organization for Technical
Education and Vocational Training (GOTEVOT), to name but this vital
institution, has allocated significant resources to vocational education and this
commitment appears to be set to continue for the foreseeable future.
Specifically, this organization has invested and continues to invest heavily in
information technology assets, including hardware, software,
telecommunicationsand training in the field of emerging technologies.

57

58

In our college of technology at Hail, runby the GOTEVOT, we are experiencing
unacceptable dropout rates and a dramatically declining enrollment in the
department of mechanical technology,despite the availability of scholarships for
all Saudi students. This preoccupying situation should be interpreted by our
fellow educators and instructors in the mechanical technology department as a
reminder of the need to improve and redefine our educational programs.
Learners and instructors alike continue to become comfortable and adept with
information technologies and e-learning applications despite inertia and
reluctance to the change manifested by the opponents. Negative and positive
biases persist among instructors, administrators,and support personnel regarding
the efficacy of delivering curricula through the Internet. Today rapid
technological development requires innovative educational approaches. If we
wish to continue to communicate effectively in the contemporary environment,
we are bound to constantly update our visual literacy and our technological
knowledge.
To address the issues of attrition and declining enrollment, we have come up
with few strategies that we are projecting to adopt. These encompass the
proposal of new computer-related mechanical specialties and the gradual
introduction and adoption of innovative educational approaches. Pedagogical
strategies that are based on partial use of state-of-the-art technologies such as
Internet and computer-based teaching (CBT) coupled with the traditional
classroom should correspond to the highest level of student's convenience. This
teaching format referred to, in the literature as Blended Learning [2,3,4,5,6], can
constitute a judicious compromise between the two worlds. This setting has been
successfilly experienced in teaching AutoCAD in our department.

2. Diagnosis and analysis
At the college of technology, students enroll in specialized programs which are
normally two academic years in length, during which they take 72 credit hours
of course work. These diploma programs are offered in Hail and many other
colleges run by GOTEVOT in Saudi Arabia. At the Hail College, there are three
different technical specialties and some commercial ones from which students
may choose. Technical specialties are offered in the fields of Production,
Computer and Electrical Technology.
In the college at Hail, we have been experiencinglately a noticeable reduction in
students' enrollment in the mechanical technology department whereas we have
been noticing an incredible rush to the department of computer technology and
to a lesser extent to the department of electricaltechnology.
This inexplicable situation has prompted us to undertake an objective analysis in
order to cogitate and elucidate the motives responsible for the students'

59

disinterest and aversion of mechanical programs and identify the repulsive
causes that alienate and turn them away from the department.

2.1. Societalperception of mechanical technology careers
In our view one possible reason why our high school students may hesitate to
enroll in mechanical technology programs is their negative perception about
technology careers coupled with lack of understanding of the skills required to
succeed in mechanical technology careers. This perception is the product of
social cultural values and attributes, some deeply rooted in Middle Eastern
history and some product of the oil-boom experience. The major contemporary
cultural and social features of the Middle East have influence on the vocational
education system. [7].
Sociologists all agree to testify that attitudes and perception toward specific
careers have an enormous impact on the choices that high school students make,
and in fact, attitudes sometimes play a greater role in career choice than
classroom education, job opportunities, fhture career growth, and long term

learningpotential [S].

2.2. Students' biases
Careers in the fields of computer technology are now more attractive to young
people because of the abundance of available jobs and competitive salaries in
both the private and public sectors where the computer has become ubiquitous.
On the other hand, manual labor is also spoken of as honest and decent work in
the Islamic teachings. All of these factors have contributedto the shift in outlook
on such professions.

3. Strategies to promote mechanical technology programs
We believe with confidence that it is possible to shape positive attitudes toward
mechanical technology programs and attract qualitatively and in numbers the
best students by elaborating and adopting innovative strategies and devising
ingeniousmechanisms. This would revolve around three principal axes:

Creation of a mechanical technology awareness club
Proposal of two new training programs
Adoption of a blended learning approach

3.1. Mechanical technology awareness club
This mechanism would be committed to the promotion of the mechanical
technology careers through the education of people and the erasure of
stereotypes and to create awareness toward the importance of the technology
professions in Hail. Moreover, strong links must be sought and strengthen with

60

Hail chamber of industry and commerce, and key private sector employers who
can play a major role in raising public awareness toward this profession.

3.2. Proposal of new training programs
To date, our department is offering just one program of training leading to a
diploma in production. We believe that proposing new wave programs would be
very efficient and opens new perspectives to the prospective students who would
be exposed to alternatives and not be confronted anymore to the single choice
available. This undoubtedly would contribute in attracting more students to the
department. Acknowledging and taking into account the students' attitudes and
biases, Mechatronics and CAD have the potential to win the students' favors.

3.2.1. Diploma in industrial mechatronics
Training in industrial mechatronics aims at qualifying the trainees on technical
as well as personal skills and knowledge in order to meet the demands for
assembly, setup, maintenance and design of automated industrial systems
controlled by computer [9]. Besides the general subjects, technical aspect would
focus on and span three blending components namely:

0 The mechanic/machiningfield.
The electdelectronic field.

0 Control and PLC technology.

3.2.2. Diploma in CAD
Staying in tune with the general policy of the GOTEVOT, this new specialty
would contribute to respond favorably to the national demand for skilled labor
force in this field. Besides the usual general subjects, an emphasis must be
placed on engineering graphics, descriptive geometry, CAD fundamentals,
applied mechanics ,strength of materials, mechanical drafting, tool design, and
mechanical design project [lo].

3.3. Blended Learning Approach
Simply put, Blended Learning can be described as a program where more than
one delivery mode is being used with the objective of optimizing the learning
outcome and cost of program delivery. However, it is not the mixing and
matching of different learning delivery modes by itself that is of significance,but
the focus on the learning and business outcome [4]. A study by Peter Dean and
his colleagues [ 5 ] found that providing several linked options for learners, in
addition to classroom training, increased what they learned. In 2002, Harvard
Business School faculty DeLacey and Leonard [6] reported that students not
only learned more when online sessions were added to traditional courses, but

61

student interaction and satisfaction improved as well.
Our initial thought was that an online approach would be a useful addition to
face-to- face teaching. So, with some colleagues in our department, we decided
to experimentwith some online techniques. We started by designing, developing
and deploying on the web electronic courseware. We selected for this purpose
four core subjects: materials testing [ll], AutoCAD [12], metrology and quality
control [13]. These electronic courses were not meant to replicate nor supplant
their on-campus analogs but to complement them. In this contribution, we will
confine our analysis on the transformed model of teaching AutoCAD. There are
two overall objectives to this transformation:

1. Increase learning impact, and
2. Increase learner satisfactionand ease of use.

3.3.1 First experience in the use of Blended Learning Approach
Having been directly involved in the teaching of AutoCAD in the department of
mechanical technology, for some time now, we have attempted to analyze
informally the reaction of our trainees and students in their learning process of
this software. The analysis has revealed the following issues [141:

0 Communication handicap: the graphical user interface with its menu
bars and commands being in English, a minimum language command is
required to be able to perform well and deal with the necessary and
inevitable interaction sequences.

0 Each trainee, having his own pace of learning, making the whole
process of teaching difficult in a stand-deliver-format.

0 In general, the first lab sessions are well accepted by our trainees as
they constitute their first encounter with the software, so curiosity
stimulates further their enthusiasm in discoveringthis software.

0 Annoyance and disinterest rapidly catch up with some trainees in the
following sessions especially when detailing the different drafting
commands and the more involved user interaction sequences.
Our trainees are curiously and unexpectedly more engaged and
manifest interest when topics on 3D modeling and rendering are
considered.

Furthermore, it has been observed with regret, that most of the lab sessions' time
is consumed interpretingthe different commands and translating from English to
Arabic the different aspects of drawing movements and interactive sequences
than teaching the use and applications of the software.
All these shortcomings and hindering barriers have prompted us to seek
innovative teaching approach that may permit to transmit and channel the
drafting skills to frustrated and disabused students and adopt new paradigms that

62

assist in transforming the whole process of learning to a more engaging and
enthusiasticone. The blending configuration adopted encompasses four blending
components:

On-campus lab sessions: a four-hour-lab-session weekly. The CAD
laboratory is equipped with 25 Pentium 111, PCs, all connected through
a local area network (LAN) to a server administered by the instructor.
A software (Net-Op) is installed to permit the instructor to monitor on
the server screen the students' activities, demonstrate and explain
drawing drills, select and communicate directly with one or a bunch of
students, let a student's work be projected directly on the screens, give
full control to a student to expose his work, etc.
Computer-BasedTeaching through the use of a CD-ROM developed by
the GOTEVOT. This product includes a well conceived first course on
AutoCAD, and the students are encouraged to acquire a copy fiom the
department as well as a printed version of this course. Assignments are
purposely chosen fiom this CD-ROM in order to give the students the
opportunity to be exposed to this course and reap an added benefit.
Furthermore, in order to instill teamwork spirit into the students, these
assignmentsare shared by small groups of four students.
Web-Based Arabic CAD-Tutor: flee access anywhere, anytime at one's
convenience, transcending all the barriers of space, time, and what's
more the language hampers. This Tutor as will be argued amply in the
next chapters, does not replicate the CD-ROM course nor does it
duplicate the classroom lectures but is conceived as a supplement to
both. In fact, it is meant to broaden and deepen the scope of the
students' knowledge in the sense that more advanced topics are tackled
besides the basics of AutoCAD that are presented in a simplified step
by step fashion.
VHS tapes are made available to whoever needs to revisit elements of
engineering or technical drawing that are usually taken respectively in
the first and second semester of the curriculum, whereas AutoCAD is
taught in the fourth and final semester.

3.3.1.1. Design phase of the web-based Arabic CAD-Tutor
Acknowledging the above analysis outcome, we have set out to design an
educational tool that takes into account these findings and caters for most of the
shortcomings of the traditional teaching format. As is widely accepted today, e-
learning is the best vehicle for supplementing the knowledge beyond the
classroom. Specifically, having noted that English language constituted the main
obstacle precluding the comprehension of the software by our students, we

63

decided to conceive the electronic courseware in Arabic [121. This pedagogical
tool is meant to enhance the drafting skills of the student and even broaden his
scope of knowledge by exposing him to more advanced topics not necessarily
addressed in the classroom.

3.3.1.2. Content development
Developing an online course can require the assembly of many types of data
forms: text, graphics, animation, videos, applets, etc. It also requires an
environment or architecture for residence. Finally, it requires the glue or
properties that will facilitate assembling these together [151. The web-based
Arabic CAD-Tutor is structured in three hyperlinked groups of lectures:

The first group is designed as an introductory course on AutoCAD,
providing the basics of computer aided drafting. A thorough
presentation of the graphical user interface is given with all the details
about the menu bar, the floating and docked icons bars, the drawing
and modifying commands together with a comprehensive explanation
on the interactive sequences associated with them.
The second group of lectures address various important issues such as
the different coordinate systems, absolute, cumulative or relative,
Cartesian and polar, user coordinate system, object snap tools,
dimensioning, layers, orthographicprojections, etc.
The third group of lectures deal with 3D modeling, rendering,
Boolean operations, animation, etc.

3.3.1.3. Web environment and hosting
In order to create a web environment for this Tutor, and to make the structuring
of content and combining of media elements into a cohesive program, we opted
for Microsoft's FrontPage. The Tutor has been temporarily hosted at Tripod
Lycos [12] and will be promptly transferred to the college web site as soon as
this latter will become fully functionaland operational.

3.3.1.4. Quafitycontrofforthe Tutor
The main quality control for a web-based product is the so-called combined
process of alpha and beta testing. These tests are conducted to ensure the
following attributes [161: accuracy of content, ease of use, instructional integrity,
technological soundness and user satisfaction
Without going into detail about the alpha and beta testing performed on the
CAD-Tutor, it is worthwhile mentioning however that the alpha test which
intervened in the development phase of the project, was undertaken to verify the
accuracy of the content. The primary testers were the subject experts involved in

64

this project with the association of some selected professionals well versed in
this field. As for the beta testing, surveys were pilot tested on fifty five students.
A combination of structured and open-ended questions were cast to give
respondents the opportunity to express their feelings, motives, or behavior
spontaneously. The choice of open-ended questionnairewas dictated by the fact
that such a type of survey generally produces more self revelations by subjects
and the ability to express thoughts and opinions, without inhibition.
The questionnaire yielded some valuable information:

More than a fifth of the respondents feel uneasy when navigating the
Tutor.
0 About half of the students admit not to have access to the web at home
and connect from cyber cafe.
0 A third of them don't possess a PC.
0 Less than a fifth of them think that the Tutor is a waste of time.
0 More than sixty per cent welcome the Tutor and wish to see it more
developed.

3.3.2. Evaluation of the transformed method of teaching
The same questionnaire used to evaluate the Tutor included further items
pertaining to the testing of the new learning approach as a whole. This has
produced the following abridged groups of answers:

Half of the respondents are not sure on which of the delivery modes to
concentrate most efforts and require more guidance.
0 Most of them are more concerned about the topics on which they would
be examined in the final test.
0 More than half of the students appreciate the VSH tapes and find them
helpful.
Two third of them think that the problem of language is no longer a
major handicap.
0 Less than a third prefer to stick with the traditional form of teaching
despite the difficulties encountered.
Moreover, it has been observed that the rate of failure at the final test had
sensibly declined if compared with the results obtained in the past.
In the light of these findings and acknowledging students' feedback, it has been
decided to persevere in this direction. However, it has been decided to market
more the benefits of the transformed method of teaching to learners and their
supervisors, and to provide instructions on how to get access to the net and to
the CAD-Tutor. Besides, It has been decided to take hrther actions in order to
help the most reluctant students to embark willingly and eagerly on this
transformed learning format. Sending and receiving e-mail is arguably the most

65

basic and ubiquitous skill in technological communication. It is often the first
and easiest skill that computer novices learn. As such, we have convened to

capitalize on the judicious use of e-mail as a confidence builder for the most
bewildered students. An e-mail exchange is an ideal way to get started in this
manner. We solicit an initial e-mail contact from each of our students during the
first week of the course. This enables us to have their Internet addresses on
record. It also allows us to greet them with individual replies. Through such
exchanges,students can essentially"road-test their connectivity" to us and to the
CAD-Tutor. This exchange provides them with a prime opportunity to practice
sending and receiving e-mail during the startup week of the course.

4. Comments and conclusions
It would be pure speculation to foretell anything concerning the impact that
would have the introduction of the two new training programs, i.e., CAD and
Industrial Mechatronics, on the level of enrollment in the mechanical
department. However we can only anticipate a positive effect if we take into
account the biases and the reshaped attitudes of the prospective high school
students once the strategies have been deployed and by marketing the
mechanical technology programs through public awareness and outreach.
Preliminary evidence suggests that the blended learning approach as applied to
the teaching of AutoCAD demonstrates relative student satisfaction and greater
success on assignments and final tests compared to the traditional version of the
course. This experience should be extended to other subjects. At least three
more subjects are potentially candidates for this transformative teaching setting,
namely Materials Testing, Metrology and Quality Control, owing to the fact that
electronic versions of these courses have already been deployed on the web,
while the other ingredients can readily be made available.

References

1. http://interact.hmnet.ordwebcommissionhdexh.tm

2. M. Abramovici, K. Borilski and A. Stekolschik, "Blended Learning in

Product Design Education and Training", InternationalEngineering and Product

Design Education Conference, 2-3 Sept. 2004, Delft, The Netherlands.

3. G. Prendergast, "Blended CollaborativeLearning: Online Teaching of Online

Educators" available at:

h~://www.~lobaled.com/articles/Ger~d~ender~ast2004.html

4. H. Singh and C. Reed, "Achieving Success with Blended Learning", 2001

ASTD State of the Industry Report, American Society for Training and

development,March 2001.

66

5 . P. Dean, M. Stahl, D. Sylwester and J. Pear, (2001). Effectiveness of
Combined Delivery Modalities for Distance Learning and Resident Learning.
Quarterly Review Of Distance Education, 2(3), 247-254.
6. B.J. DeLacey and D.A. Leonard, (2002). Case study on technology and
distance in education at the Harvard Business School. Educational Technology
and Society, 5(2), 13-28.
7. K. MELLAHI, "Human Resource Development through Vocational
Education in Gulf Cooperation Countries: the case of Saudi Arabia", Journal of
Vocational Education and Training, Vol. 52, No. 2,2000.
8. U.G. Gupta and L.E. Houtz, "High School Students' Perceptions of
Information Technology Skills and Careers", Journal of Industrial Technology,
V O ~1.6,NO.4, Aug- OCt. 2000.
9. httu://www.gtzth.orglibran//files/gtzth 1998 4480 4 1.html
10. Xin-Ran Duan, "A model Curriculum for Computer Aided Design (CAD)
Associate Degree Programs", Journal of Industrial Technology, Vol. 20, No.2,
Feb-May 2004.
11. R. Bedri and H. Al-Moteiry, 2004, "Web Based Materials Testing Dedicated
Tutorials", available at: http://saidhail.tripod.com
12. R. Bedri, 2004, "Web Based Arabic CAD Tutor" available at:
httu://ramdanhail.trieod.com/
13. M. Aichouni, 2004, "Dimensional Metrology Home Page", available at
http://hctmetroloe;v.tripod.com
14. R. Bedri and M.O. Al-Nais, Development of an Arabic on-line CAD
Tutor", 3rdSaudi Technical Conferenceand Exhibition,Conference Proceedings,
Vol. 4, pp. 302-307, Riyadh, Saudi Arabia, 11-15 December, 2004.
15. R. Bedri and M.O. Al-Nais, "Web Based Dedicated Tutorials", First Baha
Technical Meeting, Conference Proceedings, Computer Systems and Distance
Learning, pp. 171-176, Al-Baha, Saudi Arabia, May 34,2004.
16. B. Lesniak, "Putting it to the Test: Quality Control for e-Learning Courses",
The eLEARNING DEVELOPERS JOURNAL available at:
http://www .elearningGuild.com

CONCEPT MAPS AND LEARNING OBJECTS

LEONEL IRIARTE NAVARRO
Agrarian Universityof Havana, Habana , Cuba

Email: [email protected]

MANUEL MARC0 SUCH
Languages and ComputerScience Systems Department at the Universityof Alicante,

Alicante , Spain,
Email: [email protected]

PEDRO PERNIAS PECO
Languages and ComputerScience Systems Department at the Universityof Alicante,

Alicante ,Spain,
Email: [email protected]

DANIEL MORON MARTfN
Languages and Computer Science Systems Department at the Universityof Alicante,

Alicante , Spain
Email: [email protected]

ABSTRACT

Concept maps constitute one of the tools frequently used in learning management as they offer the
possibility to personalize learning, share knowledge and re-enforce learning to learn skills. At the same
time, many initiarives or standards are being developed rapidly to make the contents in dinerent
learning management systems and learning environments compatible. This paper states the need to
combine the technique of concept maps with initiatives that package contents developed by IMS to
produce more portable and powerful content. A model to create tools for learning management is
proposed.

1. Introduction

With the outburst of new technologies and the appearance of powerful methods
and tools for knowledge management, new virtual communities have been created
which go beyond the limits of traditional teaching processes while offering both
professors and students a number of teaching services. Despite its success, the
learning process has been affected, as many professors and institutions have tried
to apply the same learning structures found in traditional education to the new
circumstances. In generating new materials while considering these new
developments, it is necessary to change our way of thinking and to include the idea
of making the student responsible for his intellectual autonomy and to manage the
knowledge he needs [l]. It is very important to adapt the new content to each
student’s characteristics, and at the same time, the professor should coordinate all
the activities of the virtual community to expand the knowledge frontier,
promoting the sharing of experiences.

67

68

In the seventies, the theory of Concept Maps appeared in Cornell University in
United States as an answer to the learning theory developed by Ausubel that
relates the evolution of students‘ previous knowledge to construct new knowledge.
Ever since, this technique has been a useful tool for teachers, researchers in topics
related to education, psychologists, sociologists, students and other areas that
manage large quantities of information [2]. A Concept Map constitutes a schematic
summary of what has been learned; it is hierarchically organized and represents all
abstraction levels.

The design and creation of Concept Maps is done through these automated
systems that are available to the users in diverse forms; each has its own format,
structure and style. Most of them export to HTML format, making browsing
through map nodes possible.

The use of these tools generates much knowledge that remains in the “invisible
web”, as each professor or institution produces its own maps and they are not
published or organized adequately, so that they can be reused some other time.

Many times a map’s concept is linked to a website where the student cannot find
the information he needs, causing it to lose its essence. This happens because when
it is being designed, the professor has no alternatives, which allow him to look for
precise information that is oriented toward concept learning

The existing software offers no possibility for introducing highly complex
knowledge representational structures where information can be generated in a
dynamic way and cooperative learning is present; the maps represent sequences or
hierarchies due to their own nature.

Many compatibility and learning structure problems we have stated have been
solved in the creation of standards that permit the documentation, search, and
distribution of educational contents that are generated in different environments
[3]. IMS developed by the Global Learning Consortium [4] is one of the most
important standards from which SCORM was developed by Advanced Distributed
Learning Initiative [ 5 ] and the Institute of Electrical and Electronics Engineers

[61*
Standards are based on the definition of learning objects as any digital object

that can be reused [7]. To achieve reusability and interoperability in educational
materials, different specifications that provide schemas to classify and package
contents have been created.

Some specifications that define standard structures to exchange contents and
learning structures have arisen, making it possible to convert these structures to
learning objects. The best-known ones are those developed by IMS [4]. The first
and most widely spread one is IMS Content Packaging (IMS-CP) [l 11, which
permits the organization of hierarchical content structures. Next, IMS Simple
Sequencing Specification was proposed (IMS-SS) [121 which is based on IMS-CP
and permits the definition of sequences of educational activities and the conditions
in which each activity should be done. Last, IMS Learning Design (IMS- LD) [131
has been developed which includes the previous models and incorporates the
possibility of modelling learning from the Educational Modelling Language
(EML) [141 specifications created in the Open University of Holland.

69

IMS LD permits modelling of more complex learning structures in which many
users can develop educational activities at the same time, depending on their
conditions and with the possibility to exchange information and messages. These
are the most complete specifications that exist at the present time to achieve the
standardization and reusability of learning structures; but they are highly complex
for use by professors and in their implementation through software. There are
different research projects and institutions that generate applications to implement
these specifications in their different levels [15]; nevertheless, most of them
concentratejust in implementing the specifications and not in developing interface
in which professors do not need to know them in detail. For this reason, this
article proposes a model for both designers and users to take advantage of concept
maps for modelling and managing learning as well as the benefits of IMS LD to
obtain more complex and reusable learning units.

Before defining our model, we will make reference to some general concepts
about concept maps and the principal elements of IMS LD specifications.

1.1. Concept Maps (CM)

Concepts, linking words and prepositions are the basic elements of a concept
map. Concepts are also called nodes, which make reference to anything that can be
brought about or that exists. According to Novak [161, concepts are mental images,
which provoke within us the words or signals we use to express regularities.
Linking words join concepts and the type of relationship between them. The
preposition is the semantic unit that joins concepts.

In the concept map, elements are graphically organized, forming semantic
chains and the knowledge is lineally and hierarchically organized which make
holistic units in such a way that when one activates itself, the rest do as well. (Fig
1).

Figure 1. Graphic Representation of a Concept Map

Concept maps can be described in abstract, where each of the interconnectednodes

can be seen as an organized hypergraph .

70

Due to the nature of concept maps, they are principally represented by
hierarchically organized structures. However, spiderwebs, sequential structures or
system maps which include inputs and outputs that feed into each of the map
concepts can be used. There are other types of concept maps like the hyper-medial
ones that have some concepts interrelated through linking words. There is a lot of
software that allows professors and students to design concept maps. Many of
them are free and offer the user many possibilities in designing and using them,
thus making it a widely spread technique for learning management.

1.2. Standardization of learning structures

As we explained above, there are different specifications that permit modelling
and describing the content structure so that it is both portable and reusable in
different educational environments. Below we make reference to the main
elements that make up the "IMS Learning Design" (IMLD- LD).

IMS-LD permits the description of the tasks and activities structure within a
learning unit. As in all specifications,XML is used to describe the units. There is a
precise and rigorous documentation [131 about each specificationcomponent, so it
is not necessary to concentrate on that.

An IMS-LD based learning unit is composed of obiectives, roles (whether
students or professors), learning objects, and learning activities organized through
different structures formed by services [181. (Fig 2 )

components
roles
learner'

staff*

activities

learning-activity*
environment-ref*
activity-description

support-activity '

activity-structure' CsequenceIselection>
envlron m e nt-ref'
activity-ref*
activity-structu re-ref*

environ rnents

environment'

l e a r n I ng - o b j e c t '

learning-service'
mall-send*

method conference'

play;ct*

role- parts* e f
r o l e -- r. ~~

activlty-ref

Figure 2. Components of IMS-LD specification

In IMS-LD it is necessary to understand the different roles of users in carrying
out the activities organized in coherent structures [181. (Fig. 3 )

71

method play

Role-part 1
Role-part 2
Role-part 4

corn p o n e n t s

Figure 3. IMS-LD Functioning Schema

These specifications have three levels of implementation. Level A was
explained above and is the one that defines the vocabulary and the metadata
necessary for the specification. Level B permits the association of properties and
conditions for carrying out the activities. Level C allows communication and
messages to be sent among the learning unit components.

Optimally, a professor would be able to write a learning unit using the schemas
defined in the specifications, but this is impossible due to the conceptual
complexity and levels of abstraction that are necessary; for this reason, some tools
and projects have emerged to aid design of learning units using the specifications
as a basis. The majority of existing software products, currently in evaluation,
have complex and inadequate interface, which causes the users' rejection.
Function and component libraries are also created, they permit software developers
to create facilities to use these specifications in the applicationsthey develop [15].

2. InteroperableConcept Maps

As we have explained above, research shows the effectiveness of concept maps to
improve learning, as well as the experience acquired by professors and students in
using them; nevertheless, it is important to point out that in the design phase, the
professor needs to associate the map concepts with the information so that the CM
does not lose its meaning. It is very difficult to do in both personal libraries and in
the Internet especially when the educational information is not is not well
classified. When the map is exported to a web site making it visible to the
browsers, it loses its map structure and the possibility to reuse it (completely or
just a part of it) in generating a new learning unit. That is why we propose a
model for professors and designers, which combine the design of a concept map
with the opportunities that learning objects offer to guarantee that they can be
searched as well as their portability.

Our model is based on the possibility of applying a T transformation to a
traditional concept map to make it a more powerful and compatible one in
different environments enriched with the facilities that specificationsoffer.

72

It is supposed that the users have one or more concept maps created by any of
the available tools and that they can access the repositories of learning objects
(LO), so that one can establish a correspondence between each node or concept of
the CM with a learning object. Each link is considered a condition to fulfil the
IMS-LD(Fig.4).

services,
internet

Orienal Interoperable
Conceptual Map Conceptual Map

Learning
Object

Figure. 4.Relationshipbetween a Concept Map and IMS-LD specifications

As observed in the figure, during the transformation, a concept can be
associated to documents in different formats that the designer might have, obtained
from the internet as traditionally done, or taken from a repository of learning
objects for managing the information for this concept in the most efficient way.
The learning object (LO) can be simple or a learning structure compatible with the
specifications of the design we just described.

There are XML search structures and algorithm procedures that define a
learning object; in addition there are alternatives, which can be found to achieve
specific levels of intelligence in the managers of LO in a way that they can create
new learning objects from the information existing in the repository. We are
working on the creation of some tools and services that automate the management
of a repository of LO and we will conduct research to apply the concept of
Ontologies in learning management basing our work on the theory of learning
objects, which could be very useful in this process.

Nodes can make reference to services such as CHAT and email or they may ask
for a specific complex computer task. They can be given properties to characterize
them or the concept, as well as to define indicators that can be used as conditions
or restrictions in the transition from one node to another.

Applications based on the previous model can be designed, its input could be
the concept map and the output could be the concept map enriched with the
benefits of IMS-LD specifications. This guarantees its portability and power, as
we have just stated.

73

We have created an application called COMALO (from Concept MAps to

Learning Objects) that generates learning structures compatible with IMS-CP and

IMS-LD design specifications in levels A and B. This application uses a

repository of LO and an XML structure that represents the concept map that the

user introduces through an interface that is close to his knowledge, without being

obliged to know in detail the terminology used in the specifications.

We are working on an application that permits the automatic conversion of some

maps obtained from different tools in COMALO format, in a way that users can

make minimum changes and incorporatethe advantages of the specifications.

COMALO permits searches in the repository and to associate LO to nodes.

Besides, it guarantees the definition of properties and transitions subjected to

restrictions.

Although the application is still being developed, it is possible to use it in the

generation of concept maps that meet IMS LD specifications in levels A and B.

3. Conclusions and Recommendations

In our paper we have proposed an alternative that can be the basis for teachers
and s o h a r e developers in the design of applications for knowledge management,
as there are the necessary conditions for implementing and putting into practice the
recommendationswe have made. In this way, concept maps, reusables in different
educational environments can be produced.

The combination of both theories will allow users to choose more precise,
classified and structured information according to the complexity of the learning
processes of the present time.

As we have explained, the present tools that implement the design and content
packaging specifications are still oriented towards the users that know them
thoroughly; this hinders their development and causes rejection from other users,
even including the most advanced. The use of concept maps as a basis for design
will undoubtedly achieve better results.

The effectiveness of the COMALO application will be evaluated throughout the
design of Spanish courses using the repository of LO of the Spanish Virtual
Classroom (AVE).

It is necessary to work in the graphic interface of this application to offer better
design facilities and to develop interpreters, which permit the use of IMS-LD
generated structures specifically in levels €3 and C where few results have been
seen so far.

References

1. UAantes G . ,E-learning: cambiando paradigmas en capacitacidn. 2003,

El principe.com.
http://www.elprincipe.com/teleformacionhotas/inde1x4.shtml
2. Estrada ,V., Mapas Conceptuales. 1998, MES.
3. Morales, R., Capacitacidn basada en objetos reusables de aprendizaje.

200 1. http://www.umb.edu.co/umb/sitiopedagogia/lecturas/tendencias.pdf

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4. IMS Global Learning Consortium, IMS Learning Resource Meta-Data
Specijkation: Version I . I Final Specification. 2000, IMS Global
Learning Consortium.http://www.imsproject.org/metadatdindex.html

5. ADL, Sharable Content Object Reference Model Version 1.2. 2001 ,
Advanced Distributed Learning. http://www.adLnet.org

6. LTSC, Draft Standardfor Learning Object Metadata Version 6.I . 2001,
Learning Technology StandardsCommittee. http://ltsc.ieee.org/doc

7 . Willey ,D., Connectinglearning objects to instructional design theory:A

de3nition, a metaphor, and a taxonomy,.2001.
http://reusability.org/read/chapters/wiley.doc
8. Instituto Cervantes , Pagina Web del Instituto Cewantes. 2004.
http://www.cervantes.es/
9. Marco, M.y.Moron, D., Sistema de produccidn multimedia para la WEB,
ejemplo aula virtual del espafiol. 2003: MIC, CUBA.
http:/www.infollnaticahabana.co.cu/eventos/eventos/Educacion/defaulhtt.m

10. Iriarte, L., Marco, M., Moron , D., Creacidn automatizada de una

Biblioteca de Objetos de aprendizaje. 2003, Memorias del X
CONGRESO INTERNACIONAL DE INFORMATICA EN LA
EDUCACION,
1 1 . IMS Global Learning Consortium, IMS ContentPackaging. Versiort 1.1.3
Final SpeclJication. 2003.
http://www.imsglobal.org/content/packaging/cpv1p 1p3/imscp_infov1p 1p
3.html
12. IMS Global Learning Consortium, IMS Simple Sequencing Information
and Behavior Model. Version 1.0 Final Specification. 2003.
http://www.imsglobal.org/simplesequencing/sslpvO/imsss-infovl p0.html
13. IMS Global Learning Consortium, IMS Learning Design Best Practice

and Implementation Guide.Version I.0 Final Specification. 2003.
http://www.imsglobaI.org/learningdesign/ldvplO/imsld-bestv 1pO.html
14. OpenUniversiteItNetherlands,Educational Modelling Language. 2004.
http://eml.ou.nVeml-ou-nl.htm

15. Britain, S., A Review of Learning Design: Concept, Specifications and
Tools. 2004, A report for the JISC E-learning Pedagogy Programme.
http://www.jisc.ac.uk/uploaded_documents/ReviewLeamingDesi~.doc

16. Novak, J.D., Aprendiendo a Aprender. 1988: Ediciones Martinez Roca,
S.A.

17. Gaines, B.e.S., CollaborationThrough Conceptt Maps. 1995.
18. Olivier, B., IMS Learning Design Public Draft .An Overview. 2003,

CETIS. http://www.brookes.ac.uk/research/odl/alt-n103~resen~tions/LD
presentation.ppt

THE CONSTRUCTIONOF WEB-BASED MASTERY LEARNING
SYSTEM*

HSIEN TANG LIN

Department of Computer and InformationScience, National Chiao Tung University
1001 Ta Hsueh Rd., Hsinchu, Taiwan 30050, R.0.C

ZHI FENG LIU
Graduate Institute of Learning and Instruction, National Central University

No.300, Jungda Rd, Jhongli City, Taoyuan, Taiwan 320, R.0.C

SHYAN-MING YUAN
Department of Computer and InformationScience, National Chiao Tung University

1001 Ta Hsueh Rd., Hsinchu, Taiwan 30050, R.0.C

For the learning of consecutive courses, student’s learning outcome may be affected by
learning performance of previous course. In other words, if student does not learn
something well, say integer addition in mathematics education, then poor learning
performance of following consecutive course, say integer multiplication can be expected.
Bloom advocated concept of mastery learning in 1960s [l]. Bloom claimed that giving
sufficient learning time and good lecturing quality, almost every student learns everything
taught by teacher well. In this manner, if student gets mastery at every learning unit, then
it may solve problem stated above. The very important part of mastery learning is
remedial learning. In remedial learning, teaching content will be tailored to meet each
individual student’s need. It will put a lot of burden on teacher if students who need
remedial learning are not a few. In this paper, a web-based mastery learning system is
introduced to make mastery learning process more practical and more effective. An
experimental study has been done on an Institute of Technology in Taiwan. The result
showed students appreciated this system, and almost all students got mastery based on
predefined criteria

1. Introduction

The progression in information technology benefits almost every domain.
Incorporating information technology into education to strengthen teaching
quality and student’s learning performance has been a hot issue. Among
possible models of information technology in education, web-based model is
most popular. The characteristics of web-based learning are: 1:) student-
centered learning, 2:) promoting active learning, 3:) beyond time and space
boundary, 4:)providing multi-dimensional learning environment. The Internet
has penetrated every corner to the extent that anything without a network
capability, information technology (IT) in particular, will be thought of as out-
of-date. IT provides easy access to information and resources anytime and
anywhere across time and geography boundaries. A popular pedagogical topic

* This work is partially supported by grant of Science Education Department of the National Science
Council of the R.O.C. under NSC 93-2520-S-009-005 project.

75

76

of recent discussion has been how to reinforce the quality and effectiveness of
teaching and learning by incorporating IT. In school education, especially in
higher education, three different models for such incorporation have been found
appropriate: complementary, mixed, and complete. With the first approach, IT
has only a subordinate lecturing role that complements that of the traditional
classroom format. With the second, IT shares a more or less equal role with the
traditional format. With the third, the IT format entirely replaces the traditional
format, as is found for example with the Open University.
In this paper, a web-based mastery learning system is presented. This system
integrates characteristics of network which make mastery learning more
practical and effective. Bloom advocated mastery learning in 1960s. It has
become a famous and widely using learning approach since that. In traditional
manner, teacher should spend a lot of efforts to conduct remedial learning which
is core of mastery learning. To let student gains most, remedial learning should
be tailor-made to address each individual student’s need. It is difficult to achieve
in traditional way, but is easily in web-based approach. In the following
sections, the background and literature review of mastery learning will be
discussed, and then is description of web-based mastery learning system, finally
experimentalresult of system is presented.

2. Review of Related Literature

2.1. Mastery learning

The general concept about teaching and learning had radical change after
Carroll [2] advocated a new teaching concept. His teaching concept suggested
that teaching should focus on individual student needs different time to learn
same material. This suggestion is in contradictory with traditional model which
allocating same period of time to all students to learn same material. In fact,
Carroll [3] claimed aptitude is a major measurement of learning time. He used a
formula called LR (Learning Rate) to stand for degree of learning:

LR = f( time spent learning / time need to learn)

Carroll’s viewpoint based on all learners have potential to learn anything
well, but require different period of time to achieve. When taking learner’s
aptitude as content of learning rate, student is not longer a good or bad learner,
but a faster or slower learner [4].Carroll also pointed out two factors which
affect student’s learning rate: student’s perseverance and chance to learn. The
former factor is controlled by students themselves, in other words, how much
time they spend on learning. The later is how long or how much learning
material teacher allocates for student to learn in classroom or after class.

The concept of mastery learning was advocated by Benjamin Bloom [l]
[ 5 ] . When Bloom participated a research called “effectiveness of individual

77

difference to learning”, he was deeply affected by Carroll’s concept. He gave a
further elaboration: 1:) because aptitude might be used to forecast learner’s
learning rate, a predefined learning content might be set 2:) therefore, attention
should be paid on teaching variables controlled by teacher, such as opportunity
of learning and quality of teaching, 3:) finally, teacher should guarantee every
student can achieve predefined course objective. In summary, Bloom claimed
giving sufficient time and good quality of teaching, almost every student learns
well. The features of master learning are:

0 pointing out what to learn and how to assess,

0 allowing student learns in his or her own pace,
0 assessing student’s progression, and providing correct feedback or

remediation,

evaluating whether student achieve final learning criterion
Mastery learning theorem makes teacher’s teaching responsibility a
radical change. Student’s fail in learning should blame on teacher’s teaching but
not on student’s deficiency of ability. In this kind of learning environment, the
challenge of teaching becomes to provide sufficient learning time and suitable
teaching strategy. In this way, all students can achieve same degree of leaning [5]
[6]. Mastery learning has been widely applying on school teaching and training,
the research results showed that this approach improves effectiveness of
teaching [7] [8]. In other hand, mastery learning has theoretical and practical
deficiency. People indeed have difference on ability, and are prone to different
achievement. Besides, the establishment of mastery learning needs a lot of time
and effort; it prohibits teachers and school administrative to establish such
learning system. Assessment in mastery learning is also a criterion-reference
assessment. In criterion-reference assessment, student’s score is not for
comparing with other students but with a presetting criterion. The objective of
mastery learning requests all students achieve this criterion. Speaking in terms
of mastery learning is mastering this subject. In literature, the criterion is 95% in
the highest and 80% in the lowest.

2.2. Persuasive Technology

Fogg 191 defined persuasive technology as any interactive computing
system designed to change people’s attitudes or behaviors. The emergence of
the Internet has led to a proliferation of web sites designed to persuade or
motivate people to change their attitude and behavior. Web sites are the most
common form of persuasive technology today. With regarding to education
issue, computing system, especially web-based system, provides tremendous
advantages on persuading student to learn. By incorporating simulation or
multimedia content into learning material student gets easily understanding. The
earliest signs of persuasive technology appeared in the 1970s, when a few
computing systems were designed to promote health and increase workplace
productivity. One of the earliest examples is a computer system named Body
Awaremess Resource Network (BARN), developed in the late 1970s [9]. This

78

pioneering program was designed to teach adolescents about health issues such
as smoking, drugs, exercise, and more, with an ultimate focus on enhancing
teens’ behaviors in these areas. Fogg [9] stated six distinct advantages
computing system over human persuaders:

Be more persistent than human beings
Offer greater anonymity
Manage huge volumes of data
Use many modalities to influence
Scale easily
Go where humans cannot go or may not be welcome
As stating in previous section, Carroll pointed out one of two factors which
affect student’s learning rate is student’s perseverance. In web-based mastery
learning system, student’s attitude or behavior may be changed or affected
toward allocating more time on learning. Then student’s perseverance may be
enhanced.

3. System Design

With the above discussion, it is obviously mastery learning is an effective and
practical teaching approach. To relieve teacher’s burden and provide sufficient
and convenient environment to student, a web-based mastery learning system is
presented in this paper. In his system, the process is a cyclical approach which
consists of unit lecturing, formative assessment, remedial learning, and
advanced learning. In traditional mastery learning process, remedial learning
usually takes about 2 times. If any student does not achieve mastery level after
second remedial learning, the process is terminated. With the capability of
networked system, remedial learning can repeat as many times as it needs. The
reason is remedial learning is done by networked system instead of teacher. One
of many advantages about Networked system over traditional approach is
networked system is more persistent than human beings [9]. The remedial
learning may repeat as long as student does not achieve mastery level. The
approach also realizes what Carroll mentioned student’s chance of perseverance
and learning. The chance of students’ perseverance and learning can be
enhanced through this system; therefore they can achieve course objectives. In
this approach, the main purpose of networked technology is to let learning
process proceeds smoothly. In traditional classroom teaching activities, there is
time limitation. It is hard to allocate suitable time and location for student to
interact with teacher or peers after class. With the aids of networked and
information technology, student can participate remedial learning beyond time
and location boundary.
Remedial learning has two dimensions. One is learning activity and another is
formative assessment. Formative assessment not only assesses student’s mastery
level, but also diagnoses student’s weak point and insufficient part. Therefore,
formative and diagnostic aspects are taken into consideration while designing

79

test items. By way of test items on diagnostic assessment, and inspecting
student’s answers, then student’s learning problem can be revealed. Once
identifying student’s learning problem, suitable or appropriate remedial material
can be presented to each individual student. Each test item of diagnostic
assessment addresses an atomic concept. In this manner, student’s cognitive
process in learning the subject domain can be easily identified. Taking common
fraction problem in basic mathematics domain as example, its solving process
consists of several atomic concepts. In order to correctly solve this problem, the
student should have knowledge of these atomic concepts. If there is
misunderstanding on any atomic concept, then it will lead to incorrect answer.
While designing test item of diagnostic assessment, teacher identifies all atomic
concepts of a specific problem domain, then design a test item for each atomic
concept. If student can correctly answer this item, that means he/she has
understood it. Furthermore, if student correctly answer all test items relate to a
specific problem domain, that means helshe has achieve mastery level for this
learning unit or domain. Formative assessment can be in traditional way or web-
based. System presented in this paper adopts a mixed model [101. In this model,
activity such as learning or assessment may be traditional way or web-based
relies on practical consideration. If teacher prefers traditional way, then
assessment is in paper and pencil form. After collecting and grading student’s
answer, if any student does not achieve mastery level, teacher will select
suitable remedial material on the system, and asks student to take learning. The
preferable way is in web-based form. Teacher puts all test items into system. At
the end of each lecturing unit, students are requested to take formative
assessment on the web. System will automatically select remedial learning
material for students, if they do not achieve mastery level. No matter formative
assessment is in traditional form or web-based form, further formative
assessment after remedial learning is on the web. Test items for any formative
learning after remedial learning are randomly selected by system. Each item has
accompanied with a hint or further explanation. If student’s answer is incorrect,
system will present the related hint to student. This will make student gain
immediately assistant.

4. Experiment Design

In order to evaluate effectiveness and functionality of this system, an
experimental has been conducted on an Institute of Technology located in
northern Taiwan. The experimental course was principle of electrical circuitry.
Students attended this class were junior and fail on previous study. This kind of
classes sometimes is called summer school which means open in summer
vacation. Totally, 24 students attended this class in which one was female and

80

others were male. Because of these students had studied same subject but fail on
final score, it’s more suitable to introduce mastery learning into this class. As
per definition of mastery learning, first step is to determine what student should
learn. Then, divide learning material into several lecturing units. In this
experiment, it is divided into 12 units. For each unit, teacher prepared lecturing
material, test items of formative assessment,remedial learning material, and hint
for every test item. Normal lecturing was on classroom, assessment was web-
based form, and further as well as remedial learning was also through web-
based system.

Each unit started with unit teaching. At the end of teaching, student was
requested to perform web-based formative and diagnostic assessment. It this
experiment, mastery level was defined as correctly answering 85% of test items.
If student achieved this level, he/she has mastered this unit, and was encouraged
to take further advanced study. In contrast, if student did not achieve this level,
he/she was requested to attend remedial learning. The remedial learning material
was not exactly same as unit lecturing material. The reasons are (1) in different
lecturing approach (traditional and web-based), the lecturing material should be
in different form to let student learned most, (2) because of student did not
accomplish last learning, the learning material should be amended, (3) the
remedial learning material should focus on what student did not understand, in
other word did not answer correctly. As mentioned above, diagnostic
assessment is part of formative assessment, student’s weak point or
misunderstanding can be identified through test items. It is teacher’s
responsibility to clarify a test item should link with which course concept, and
what remedial material should be presented if student gave incorrect answer.
System presented in this paper provides a convenient and systematic way to let
teacher accomplishes this task. Student who did not get mastery, should arrange
and allocate time to attend remedial lecturing after class. Student could attend
formative assessment after remedial learning. If student still did not get mastery,
the above remedial process should be repeated until student gets mastery.
System provides another two features to assist student perform remedial
learning. Student can discussed with classmates through discussion board or
contacted teacher while encountering difficulty on remedial learning. To
encourage students who have gotten mastery share acquaintance with classmate,
system will give extra score to these students. For some students who want to
apply scholarship or get high rank, this strategy will provide motivation. With
regarding to contact teacher, this system provide a more effective way. Student
raised problem on the system, and system will deliver this message with
predefined channel such as email and SMS (Short Message Service), etc. set by
teacher. The purpose is to let teacher gets this message and provides assistance
to student as soon as possible. Teacher can set a learning deadline on this

81

system. If there is any student does not get mastery over this deadline, system
will automatically inform teacher. Then, teacher may contact student to provide
necessary assistance or teaching.

5. Result and Discussion

At the end of course, a satisfactory survey was conducted. In summary,
about 94% of students claimed this system has positive effect on their learning.
95% of students claimed this system changed their learning attitude toward
more positive. These results agreed on Fogg’s viewpoint that computing system
may be used as a persuasive technology to change people’s attitude. With
regarding to provide instant and specific hint to each item student gave wrong
answer, about 91% of students thought it gave great help. This is a strength part
of web-based mastery learning. In traditional approach, it is hard to accomplish
especially if such students are not a few. All of students spent more time on
learning. The average time increased on learning is about 2.5 hours per week.
These extra hours do not squeeze learning time of other courses. This is another
evidence that student’s attitude has been changed and willing to spend more
time on learning. At the end of course, not all 24 students got mastery, two of
them fail in final score. The possible reasons are as follows. (1) This was a
s u e r school class, students were fail at last semester, that means some of
them may have serious learning problem which may not be cured by mastery
learning. (2) As stated previously, people indeed have difference on ability, and
are prone to different achievement. (3) Although computing system can be a
persuasive tool, but not all students can be persuaded. Persuasive effect of this
system may not work for some of students.

Several issues need to be pointed out. Whether student gets mastery is
checked by formative assessment. Besides, if student does not get mastery, then
should attend remedial learning. Therefore, formative assessment should have
functionality of diagnostic assessment. How to design a suitable and adequate
test items to diagnose student’s real learning difficulty, so that suitable remedial
learning material can be presented to student is an important issue. For each
subject, domain experts or teachers may form a task force to design lecturing
units, test items and remedial learning material.

Secondly, the modality of learning material on the web may affect
student’s learning performance. Fogg’s study has confirmed this point [9]. In
Fogg’s research, attractive material is more persuasive than unattractive one.
This is a critical issue on network- or web-based learning system. Same as first
point, if teacher or domain expert can spend more effort to design learning
material, it may be more effectivenessfor student’s learning.
Finally, teacher may aware student’s learning situation in face to face lecturing
circumstance, and necessary intervention or assistance may be applied instantly.
In this manner, student may follow teacher’s lecturing step as close as possible.
In web-based learning circumstance, it lacks in such facility or channel. How to