DESIGN AND IMPLEMENTATION OF AN ONLINE ACADEMIC E-LEARNING AND WORKFLOW MANAGEMENT SYSTEM
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DESIGN AND IMPLEMENTATION OF AN ONLINE ACADEMIC E-LEARNING AND WORKFLOW MANAGEMENT SYSTEM
INTRODUCTION
1.1. BACKGROUND FOR THE STUDY
Since the Internet was accepted and expanded as a medium of communication by educational institutions in the 1970s, academics have seen its enormous potential as a learning tool.
In recent years, governments in both wealthy and developing countries have gotten increasingly enthused about the potential of online learning to provide cost-effective, conveniently accessible, and up-to-date education to people of all ages and social backgrounds, regardless of time or distance.
In the ‘Information Age,’ when the demand for ‘knowledge workers’ grows and the demand for physical labour declines, ‘lifelong learning’ is viewed as critical to modern society’s continued development.
Many people believe that “e-Learning” is the only realistic solution to the problem of providing the resources needed to promote lifelong learning.
However, present e-learning theories and practices are neither simple nor cohesive, therefore the solution is being implemented intermittently, arbitrarily, and with varied degrees of effectiveness.
Despite the UK government’s enthusiasm and dedication to e-learning, there is still a lot of apathy, uncertainty, and scepticism among teachers, students, and researchers.
Although most people understand that e-learning has the potential to significantly improve learning and the learning experience at all levels, many believe that the negatives are still too big to commit to it.
Although much has been said and published about e-learning, few concrete conclusions can be derived from it. Books are written, Internet groups are formed, and conferences are organised, but we still don’t know how, when, or where e-learning should be used most effectively.
While the debate rages on, a growing number of institutions are seeking to pioneer their own brand of e-learning, each with their own set of achievements and failures.
The DfES intends to implement its ‘Unified e-Learning Strategy’ by the summer of 2004, however whether this will improve, hamper, or have no effect on e-learning is a matter of controversy.
This paper will attempt to provide a comprehensive overview of the extent to which e-learning is used in the UK, how it is used, and its potential and drawbacks.
It will look at e-learning from the perspectives of both students and teachers, as well as how the UK government is attempting to regulate it. It will also provide a brief overview of the current condition of e-learning globally.
What is e-learning?
E-learning is the use of technology to facilitate and improve learning. It might be as basic as high school pupils seeing a video documentary in class, or as sophisticated as an entire university course delivered online.
e-Learning began decades ago with the introduction of televisions and overhead projectors in classrooms and has progressed to incorporate interactive computer programmes, 3D simulations, video and phone conferencing, and real-time online discussion groups made up of students from all over the world. As technology advances, so does e-learning, opening up new opportunities.
1.2 Overview of the Existing System
Currently, lecturing students at Ezekiel Private College is done manually. The main issue with the existing approach is that teachers must be present in school to lecture students.
Most of the lecturers at this school also teach at other schools, thus they may not always be available to educate the students. As a result, teachers are unable to complete the course content of a certain course, causing students to fail the assessment.
1.3 Statement of the Problem
Staff are disgruntled because they feel obligated or encouraged to do the training on their own time, such as during their lunch break or before / after work, rather than being given time off to do so.
It may be difficult to determine whether or not employees are completing the training fully and benefiting as much as they would from a classroom-based training session.
Staff may require assistance to use the technology.
Setting up online resources is time-consuming and expensive, and they require continuous maintenance and support.
1.4 An Overview of the Proposed System
The proposed system will be an automated web-based tool that allows lecturers to post lectures in the form of video, audio, or text. This project will also provide a platform for publishing assignments, quizzes, and submissions.
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