NEU-LMS系统支撑平台的实现

分析了现有e-Learning系统支撑平台,提出基于B/S三层结构的新型NEU-LMS系统支撑平台,系统综合了多种数据库技术,基于开放的Web标准,兼容国际工业标准AICC及SCORM,采用完全开放的存储格式,支持多种课件,提供多用户并发访问,界面友好,易操作,交互性好,具有一体化管理和跨平台可移植的特点.     

NEU—LMS系统支撑平台的实现

分析了现有e-Learning系统支撑平台,提出基于B/S三层结构的新型NEU-LMS系统支撑平台,系统综合了多种数据库技术,基于开放的Web标准,兼容国际工业标准AICC及SCORM,采用完全开放的存储格式,支持多种课件,提供多用户并发访问,界面友好,易操作,交互性好,具有一体化管理和跨平台可移植的特点。     

基于Web的远程教学支撑平台设计与实现

随着网络技术的发展,远程教学逐渐成为一种重要的教学方式。因此,教学支撑平台的开发也成为一项广泛而普遍的研究课题。文章以远程教学支撑平台的开发实践为基础,讨论了基于Web的教学平台的设计,并运用Java技术结合应用的实际情况,实现了教学平台的开发。给出了系统的功能模块设计和系统结构设计,并对其中的关键技术进行了介绍。目前此教学平台已投入使用,实践证明,这一系统在远程教学上的应用是合理并行之有效的。     

基于Web的远程教学支撑平台设计与实现

随着网络技术的发展,远程教学逐渐成为一种重要的教学方式.因此,教学支撑平台的开发也成为一项广泛而普遍的研究课题.文章以远程教学支撑平台的开发实践为基础,讨论了基于Web的教学平台的设计,并运用Java技术结合应用的实际情况,实现了教学平台的开发.给出了系统的功能模块设计和系统结构设计,并对其中的关键技术进行了介绍.目前此教学平台已投入使用,实践证明,这一系统在远程教学上的应用是合理并行之有效的.     

基于JAVA的在线考试系统开发与实现

在线考试系统是基于Browser／Server模式开发的，其开发主要包括后台数据库的建立和维护以及前端应用程序的开发两个方面。本文提出并实现了试题录入、在线考试和自动评分等一系列问题，实现了考生对客观试题的在线考试。     

NEUSOFT在线学习系统支撑平台的设计和实现

<正>E-learning是指通过因特网或局域网进行的学习与教学活动,它充分利用现代信息技术、具有全新沟通机制,依托网络多媒体技术提供丰富资源的学习环境,从而实现一种全新的学习方式。这种学习方式将改变传统教学中教师的作用和师生之间的关系,从而根本改变教学结构和教育本质。     

基于Servlet的Web数据库实现

介绍了Web与数据库的三种连接方式，为实现有效的Web数据库架构，主要讨论了应用J2EE的Web服务器端的开发组件Servlet和JDBC数据库连结技术实现Web与Orade数据库的动态连接，以及JDBC与Orade数据库的具体连接方法，实现Web数据库的结构模型。为提高Web数据库的存取效率，同时采用数据库连接池技术，实现基于Java的Web数据库，有效地解决和实现Web和数据库的集成，实现Web动态站点。通过实际运行表明，基于Serviet的Web数据库运行稳定、灵活，具有良好的可移植性。     

校园自主学习平台的设计与实现

采用Java EE技术,设计实现了基于B/S模式的校园自主学习平台。阐述了平台的系统结构和功能设计,重点说明了数据库的设计,并解析了平台实现的几个关键技术,如实现富文本编辑器,多媒体嵌入技术,数据库高效存储访问技术以及平台安全问题等。建立在校园网基础上的自主学习平台运行稳定可靠,安全性能好,操作方便,实现了增强学生自主学习能力的效果。     

基于Weblogic连接池获取SQL语句的实现

本文分析了Weblogic连接池的用法,给出了不修改程序直接获取系统所运行的SQL语句的方法,并列举出了关键的实例代码.     

在线学习平台的设计与实现

在线学习是一种自由、便捷、高效的学习方式,是线下教学的有力补充,基于B/S架构,根据软件工程学中软件设计与开发的相关理论,研究在线学习平台的设计与开发,以达到系统易用性与师生交互性的目标.系统分为管理员、教师和学生3种角色,主要实现了课程管理与选课管理、论坛管理、作业管理等功能.系统使用Java语言,遵循MVC设计模式...     

e-Learning process management and the e-learning performance: Results of a European empirical study

The aim of this paper was to design and assess a comprehensive model for managing the e-learning process and to define the relationship between systematic implementation of the model, outcomes of certain e-learning aspects and subject of e-learning. The validation of the model was performed by using two questionnaires sent via e-mail to teachers and field experts from the chosen sample of 14 European schools participating in an EU-funded project. Research results imply the existence of a clear link between planning and controlling of the e-learning process and its learning outcomes. On the other hand, no empirical relationship between the e-learning outcomes and the subject of learning has been established. It is believed that the model and its practical implications can be used by institutions engaged in e-learning, or as a process model for introducing e-learning related activities.     

Framework to improve e-learner satisfaction and further strengthen e-learning implementation

In this study, a framework has been designed to guide institutions to better improve learner satisfaction and further strengthen their e-learning implementation. Undergraduate participants (n = 600) completed an online survey of 132 items. This article will first report on the development and validation of an instrument that attempts to reveal factors that affect user satisfaction, and then a multiple regression analysis and a path analysis help further investigate which factors can significantly predict learner satisfaction. The factor analysis identified 14 different factors. These factors were further categorized by the researchers into 6 dimensions i.e. learner dimension, instructor’s dimension, course dimension, technology dimension, design dimension, and the environment dimension. The multiple regression analysis showed that e-learners satisfaction can mostly be predicted by learner interaction with others. Findings of this research will help institutions by providing them with psychometric properties that add pedagogical value to e-courses.     

A study of student satisfaction in a blended e-learning system environment

This study proposes a research model that examines the determinants of student learning satisfaction in a blended e-learning system (BELS) environment, based on social cognitive theory. The research model is tested using a questionnaire survey of 212 participants. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurements. The partial least squares (PLS) method was used to validate the measurement and hypotheses. The empirical findings indicate that computer self-efficacy, performance expectations, system functionality, content feature, interaction, and learning climate are the primary determinants of student learning satisfaction with BELS. The results also show that learning climate and performance expectations significantly affect learning satisfaction. Computer self-efficacy, system functionality, content feature and interaction significantly affect performance expectations. Interaction has a significant effect on learning climate. The findings provide insight into those factors that are likely significant antecedents for planning and implementing a blended e-learning system to enhance student learning satisfaction.     

Exploring user satisfaction for e-learning systems via usage-based metrics and system usability scale analysis

The use of e-learning technology is incontestably recognized as an important and integral part of the educational process. Considerable research studies are carried out in order to apprehend how effective and usable e-learning systems. In this paper, an empirical-based study is conducted to explore how lecturers interact with an e-learning environment based on a predefined task model describing low-level interactions. Client-side log data is collected from university lecturers from the Electrical and Computer Science departments. Subsequently, data analysis is conducted to infer the usability degree from the estimated usage metrics together with further exploratory analysis from user feedback via System Usability Scale. Experimental results reveal that the System Usability Scale score is not a sufficient measure to express the true acceptance and satisfaction level of lecturers for using the e-learning systems. The evaluation must be fulfilled in tandem with analyzing the usage metrics derived from interaction traces in a non-intrusive fashion. The proposed approach is a milestone towards usability evaluation to improve the acceptance and user experience for academic staff and students.     

A design to promote group learning in e-learning: Experiences from the field

The Internet enables learners to be brought together where they can cooperate in learning in groups without space and time limitations. It is, however, quite a challenge to form ideal groups in a short time and ensure satisfactory interaction for learners in cyberspace. In this study, we propose a useful grouping method to help teachers improve group-learning in e-learning by first establishing effective groups with rules based on data mining, and then facilitating student interaction using a system that monitors members’ communication status. Field observations and quantitative evidence show the validity and practicability of the proposed method.     

Developing inclusive e-learning and e-entertainment to effectively accommodate learning difficulties

The real-life training of people with learning difficulties is a highly challenging and demanding process that can be effectively improved with the deployment of special-purpose software instruments. This paper discusses the development and evaluation of two inclusive training applications and two games for people with learning difficulties. Namely, the four developed systems are: (a) a cashier training applications; (b) a sewing training applications; (c) an accessible pong game; and (d) an accessible action game. The main objective of the work was to investigate the hypothesis that computer games, as pleasant, motivating and highly engaging interactive experiences, can have a significant role on improving the training of people with learning difficulties, such as attention deficit disorder or Asperger syndrome. The obtained results are very positive and encouraging, and have led to the identification of new research directions, blending training and playing, via novel training techniques and purpose-specific game genres.

Design a personalized e-learning system based on item response theory and artificial neural network approach

In web-based educational systems the structure of learning domain and content are usually presented in the static way, without taking into account the learners’ goals, their experiences, their existing knowledge, their ability (known as insufficient flexibility), and without interactivity (means there is less opportunity for receiving instant responses or feedbacks from the instructor when learners need support). Therefore, considering personalization and interactivity will increase the quality of learning. In the other side, among numerous components of e-learning, assessment is an important part. Generally, the process of instruction completes with the assessment and it is used to evaluate learners’ learning efficiency, skill and knowledge. But in web-based educational systems there is less attention on adaptive and personalized assessment. Having considered the importance of tests, this paper proposes a personalized multi-agent e-learning system based on item response theory (IRT) and artificial neural network (ANN) which presents adaptive tests (based on IRT) and personalized recommendations (based on ANN). These agents add adaptivity and interactivity to the learning environment and act as a human instructor which guides the learners in a friendly and personalized teaching environment.     

Construction of e-learning platform

With the rapid development of information technology, the knowledge increases by the way of explosion, and the rapid updating of knowledge challenges the traditional education so as to appeal people to change the learning concepts and the learning methods, lnternet, with its abundant resources, advanced technology and convenient way to obtain information, is favored by people. E-learning, as an innovative way of distance learning, provides a strong challenge to traditional learning with its unique advantage, will become lifelong learning as a major way. In this paper, the basic framework of e-learning platform has been built on the basis of development situation of domestic and foreign network education, and the different functions of the modules are analyzed, then the ideas to adapt to the new form of e-learning platform are put forward.     

Evaluation of keyphrase extraction algorithm and tiling process for a document/resource recommender within e-learning environments

The research presented in this paper is an examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent tutoring systems provide a challenging environment due to the large and diverse user population it entails. The overall system concentrates on utilizing a user modeling system to filter results as part of a collaborative document recommendation system. The goal of such a system is to actively seek out and recommend documents that will either encourage the users to expand their knowledge of a given topic or reinforce the knowledge which they already have. The system aims to recommend these documents in a non-intrusive manner with minimal user inconvenience, and attempts to do so by utilizing the Key Extraction Algorithm and automatically extracting queries, searching the web and filtering the search results. Users are encouraged to provide feedback about the resources and links they have viewed.