E-LEARNING MANAGEMENT SYSTEM FROM THE PERSPECTIVE OF

THE SOCIAL REQUIREMENTS

By

Abdallah Ahmed Hassan Alia

20139003

Supervisor

Prof. Hamed Al Fawareh

Professor

This Thesis Submitted in Partial Fulfillment of the Master’s Degree in

(Computer Science)

Faculty of Graduate Studies

Zarqa University

Zarqa - Jordan

Second Semester

May , 2016

جبمعت الزرقبء

إقزار التفىيض

المؤسسبث، أطزوحتي للمكتببث، أو/ ، أفىض جبمعت الزرقبء بتزويد نسخ من رسبلتيعبد اهلل احمد حسن علياأنب

. األشخبص عند طلبهم حسب التعليمبث النبفذة في الجبمعتأو الهيئبث، أو

:التىقيع

: التبريخ

Zarqa University

Authorization Form

I Abdallah Ahmed Hassan Alia , authorize Zarqa University to supply copies of my

Thesis/ Dissertation to libraries or establishments or individuals on request, according

to Zarqa University regulations.

Signature:

Date:

ACKNOWLEDGEMENTS

I would first like to thank my thesis advisor Prof. Hamid Fawareh for supporting and

encouraging me to complete this research. I would also like to thank all the faculty

members in the faculty of information technology at the University of Zarqa.

I would also like to thank the colleagues, and the director of the e-learning center in

the University of Zarqa.

Finally, I must express my profound gratitude to my parents and to my friends for

providing me with unfailing support and continuous encouragement throughout my

years of study and through the process writing this thesis. This accomplishment would

not have been possible without them.

i  

Table of Contents

Contents Page List of Tables ………………………………………………………………… iii List of Figures………………………………………………………………… iv List of Acronyms……………………...……………………………………… v Abstract In Arabic………………………..…………………………………… vi Abstract In English………………….………………………………………… viii Chapter 1: Introduction 1-4 1.1 Overview…………………..……………………………………………… 1 1.2 Problem Definition ……………………………………………………….. 2 1.3 Research Objectives………………………………………………………. 3 1.4 Research Questions……………………………………………………...... 4 1.5 Thesis Organization …………………………………………………….... 4 Chapter 2: Research Background & Literature Review 5-19 2.1 Introduction……………………………………………………………….. 5 2.2 Requirements Engineering………………………………………………... 5 2.3 Learning Via E-Learning………………………………………………….. 7

2.3.1 E-Learning Platform………………………………………………… 8 2.4 Course Management System……………………………………………… 11 2.5 Social Requirements ……………………………………………………… 12 2.5.1 Social Networking Platform Supporting E-Learning……………….. 15 2.6 Related Works…………………………………………………………….. 16

Chapter 3: Research Methodology 20-24 3.1 Introduction……………………………………………………………….. 20 3.2 Requirements Elicitation Process…………………………………………. 20

3.2.1 Understanding The Application Domain…………………………… 21 3.2.2 Identifying The Sources of Requirements (Problem To Be Solved) 21 3.2.3 Analyzing The Stakeholders………………………………………... 21 3.2.4 Proposed Technique ……………………………………………….. 24

Chapter 4: Implementation Technique 25-40 Implementation Technique……………………………………………………. 25 4.1 Initial integration step…………………………………………………… 25-40

4.1.1 Learning Management System ………………….…………….... 27 4.1.2 Course Management System …………………………………… 29 4.1.3 Features of LMS And CMS……………………….……………. 30 4.1.4 Integration of LMS And CMS………………………………….. 32 4.1.5 Framework Algorithm( LIC)…………………………………….. 33 4.1.6 Implementation The Algorithm (LIC)…………………………... 37 4.1.7 Case Study of The Algorithm( LIC)……………………………. 38 4.1.8 LIC User Used…………………………………………………... 40 4.1.9 Ethical Considerations…………………………………………... 40 4.1.10 Conclusion (LIC) Integration of LMS And CMS………………. 40

ii  

Contents Page The social integration step …………………………………………………... 41-60 4.2 The social integration step………………………………………………… 41 4.2.1 Current Social Requirements Used In E-Learning Systems…………... 41 4.2.2 Requirements LMS And SR…………………………………………... 43 4.2.3 Benefits Integration New Social………………………………………. 49 4.2.4 Choose Best The Social Network Can Be Integration ………………. 51 4.2.5 Integration LMS With SR (LICS) …………………………………... 52

4.2.5.1 Component Learning Management System ….……………….. 52 4.2.5.2 Components Social Requirement …………….………………. 53

4.2.6 LMS Via SR (Moodle-Facebook Case Stady)……………………….. 54 4.2.7 Integration Framework of LMS And SR (LICS)……………………. 55 4.2.8 Implementation Framework(LICS)………………………………….. 58 4.2.9 Results Analysis of Moodle And Facebook Case Study……….…… 59 4.2.10 The Algorithm (LICS)………………………………………….……. 60 Chapter 5: Result and discussion 61-675.1 Introduction………………………………………………………………. 61 5.2 Results In The Initial Integration Step……………………………………. 61 5.3 Results In The Social Integration Step…………………………………… 63 5.4 Prototype Implementation (LICS)……………………….……………….. 65 5.5 Evaluation LMS Via SR (Moodle – Facebook) ………………………… 67 Chapter 6: Conclusion And Future Work 71-726.1 Conclusion………………………………………………………………... 71 6.2 Future Work .……………………………………………………………... 72 References……………………………………………………………………. 73 Appendices…………………………………………………………………… 76-82Appendix A: Questionnaire About The Use of Social Media……………… 76

Appendix B: Interview……………………………………………………… 78 Appendix C: Code of The Implementation Algorithm LIC………………. 79

iii  

List of Table

Figure Name Page Table. 1 Main Features In LMS 27 Table. 2 Classification Features In LMS 28 Table. 3 Framework of The LMS 28 Table. 4 Framework of The Course Management System 30 Table. 5 Compare The Features CMS With LMS 31 Table. 6 Compare The Used Features In LMS With CMS 31 Table. 7 E-Learning Systems Comparison 41 Table. 8 Social Requirements Common In The Open Source E-

Learning Systems 42

Table. 9 Alexa Rank 44 Table. 10 Social Networking Sites Specific Characteristics 45 Table. 11 Social Networking Sites Characteristics 45 Table. 12 Compared To Be Met By Social Network Properties 46 Table. 13 Social Networks In The Educational Process 47 Table. 14 Alexa Rating 48 Table. 15 Operating Environment 48 Table. 16 Component Learning Management System 53 Table. 17 Component Social Media 54 Table. 18 Common Characteristics Between E-Learning And Social

Networking Systems 55

Table. 19 Group of Tables Results Analysis of LMS(Moodle) And SR(Facebook)

59

Table. 20 Results Measure Effect of Using Social Communication In Education

62

Table.21 Results Measure Effect of Using Social Communication In Education

68

iv  

List of Figure

Figure Name Page

Figure. 1 Course Management System Environment 11 Figure. 2 Social Network 13 Figure. 3 Level Requirement Elicitation 20 Figure. 4 Work Flowchart 25 Figure. 5 Course Management Systems 29 Figure. 6 Algorithm( LIC) 33 Figure. 7 Integration of CMS And LMS {CMS} {LMS} 34 Figure. 8 Framework The Algorithm (LIC) 36 Figure. 9 Screen The Implementation Algorithm (LIC) 37 Figure. 10 Screen Course Management Systems 38 Figure. 11 Screen Learning Management System 39 Figure. 12 Screen Enrolled User In Learning Management System 39 Figure. 13 Requirements Intersection of LMS And SR 43 Figure. 14 Framework (LICS) 56 Figure. 15 Features Available In The Facebook Groups Used In The

Educational Process By The Proposed Model 65

Figure. 16 Add Lecture In Course (Text , Photo) And Group Chats And Add Tag

65

Figure. 17 Add Member (Student & Teacher & Others) 66 Figure. 18 Add Event 66 Figure. 19 Add Photos 67 Figure. 20 Add File 67 Figure. 21 Impact And Not Impact of Social Media On The User 69 Figure. 22 Cooperation And Interaction And Not Cooperation And

Interaction 69

Figure. 23 Rate of Day of Use 70 Figure. 24 Rate of Time of Use 70

v  

List of Acronym

Short name Name

AIS Academic Information System CMS Course Management System CRM Customer Relationship Management CSV Comma Separated Values ERP Enterprise Resource Planning LCMS Learning Course Management System LCMSR Learning Course Management Social Requirement LIC Learning Integration Course LICS Learning Integration Course Social LICSR Learning Integration Course Social Requirement LMS Learning Management System RS Registration System SR Social Requirement TD Traditional Education UIS User information System VLE Virtual Learning Environment

vi  

إدارة أنظمة التعلم اإللكتروني من منظور المتطلبات االجتماعية

إعداد

عبداهللا أحمد حسن عليا

إشراف

حامد الفواعرة. د .أ

الملخص

. إلدارة المواد التعلم نظام إدارة في الوقت الحاضر على استخدام المؤسسات التعليمية تعتمد

األقران عبر اإلنترنت من خالل منصة التعلم معإشراك الطالب في أنشطة التعلم المفيدمن و

المتوفرة في أنظمة بالرغم من العديد من المزايا و .اإللكتروني التي توفرها المؤسسات التعليمية

النقص والقيود والتحديات التي وذلك بسبب ،وفر أفضل بيئة للتعليم تال االتعلم االلكتروني فإنه

إن المميزات التي تفتقر إليها أنظمة التعلم االلكتروني هي التفاعل بين اإلقران والتكامل ،تواجهها

ويعد ذلك لعدم اخذ المتطلبات .مع بيئة التعليم التقليدي في تشكيل الفصول االفتراضية

م أنظمة التعلي يمكن القيام بهذه األنشطة من خالل إدخال ،بعين االعتباراالجتماعية المختلفة

لتمكن الطالب الصفحاتالشبكات االجتماعية مثل الصداقة وإدارة مجموعة و مميزاتالتقليدي

المحتوى الطلبة على خلق تنظيم عملهم والحصول على التغذية الراجعة من األقران، لتشجيع من

. الخوالتشارك

vii  

لكتروني سيحققإدراج المتطلبات االجتماعية إلى أنظمة التعليم االالبحث إلى أن هذا ويشير

نظام ،عن طريق استخدام نظام إدارة المقررات والدعمالطلبة تشجيع والتفاعل التكامل و

نظام إدارة لتحقيق هذا الهدف قمنا بدمج أنظمة التعليم االلكتروني الحالية مع الشبكات االجتماعية

و. حيث تم تحديد المتطلبات من خالل متطلبات االستنباط ، و نظام الشبكات االجتماعية المواد

باعتباره اختيارا مثاليا للمحاآاة في بيئة نظام إدارة المقررات نظام تحديد هوية خالل يتم ذلك من

من خالل التعلم نظام إدارة معوتكامله . المؤسسات التعليمية في تشكيل فصول التعليم التقليدي

لزيادة التفاعالت من خالل ربط مكونات الشبكات االجتماعية ستخدام و ا . (LIC)موديل جديد

(LICS) .من خالل موديل جديد.الشبكات االجتماعية مع مكونات التعلم نظام إدارة

المستخدمة حيث تمت عملية تكامل نظام إدارة المواد مع نظام األنظمةالتقييم على وتم إجراء

وأيضا تم . للفصول التعليم التقليدي ةالنتيجة تشكيل فصول افتراضية مشابه وآانت، التعلمإدارة

و أشارت ،محاآاة لكيفية دمج مكونات نظام إدارة التعلم مع مكونات الشبكات االجتماعية اءأجر

نتائج البيانات التي تم جمعها أن خدمات الشبكات االجتماعية يمكن أن تكون تعليمية وتحقق

، والتكامل الغير متوفر في أنظمة إدارة التعلم حسب استطالع اجري مع فئة من الطالبالتفاعل

والشبكات االجتماعية داعم أساسي لتكامل أنظمة التعلم الموادوبالتالي تكون أنظمة إدارة

.االلكتروني

viii  

E-LEARNING MANAGEMENT SYSTEM FROM THE PERSPECTIVE OF THE SOCIAL REQUIREMENTS

By

Abdallah Ahmed Hassan Alia

Supervisor

Prof. Hamed Al Fawareh

ABSTRACT

Educational institutions depend at present on the use of the learning management

system to manage materials. And it would be good to involve students in learning

activities with peers online through the e-learning platform provided by educational

institutions.  Although there are several available features in the e-learning systems, it

does not provide the best learning environment. Therefore, constraints and challenges

facing the e-learning systems, the features that are lacking in e-learning systems is the

interaction between the peers and integration with traditional education environment

in the form of virtual classrooms.

This is not to take into account the different social requirements and can carry out

these activities through the introduction of the traditional and the advantages of social

networking education systems, such as friendship and managing groups and pages

enables students to organize their work and get feedback from peers nutrition, to

encourage students to create content and share etc.

And it directs the researcher to that the inclusion of social requirements to e-learning

systems will achieve integration and interaction and encourage students and support

ix  

through the use of courses management system and social networking system. To

achieve this goal, we have to integrate the current e-learning systems with courses

management system and social networking system, where requirements identification

through elicitation requirements. This is done through a system of identification

courses management system as an ideal choice for the simulation environment in

educational institutions in the formation of the traditional classroom education, and

integration with learning management system through a new model LIC. And the use

of social networks to increase interactions in e-learning by connecting learning

management system components with social networking components . Through a new

model LICS.  

Assessment was conducted on the systems used, where it was the integration of

materials management system with the process of learning management system, and

the result was the formation of virtual classes similar to traditional education classes.

And it was also conducted a simulation of how to integrate learning management

system components with social networking components , and data collected results

indicated that social networking services can be educational and check the reaction of

others and integration available in the learning management systems, according to a

survey conducted with a class of students, and therefore systems be management

courses and social networks are an essential supporter of the integration of e-learning

systems.

 

1

Chapter 1

Introduction

1.1 Overview

In the developments of the education sector today, we must wonder where our position is in

light of these scientific and industrial revolutions. The education sector still depends on

traditional teaching methods, which are not compatible with the student and teacher in the age

of the development of information, communications and hardware technology.

Traditional education at the present time has not added educational content to the new

generation. Traditional education alone cannot keep up with modern thought and the

education sector needs to shift quantity and type of students in the twenty first century.

Several researches confirmed the importance of integrated education in student learning and

improved achievement levels and attitudes toward learning in general. A research carried by

node learning technologies network (The Node Learning Technologies Network, 2001)

pointed out the same results of traditional learning, also, the research shows the weakness of

the use of traditional factors in the application of each of them.

Some researchers have shown that the interaction and cooperation provided in the e-learning

systems is low compared with the interaction and cooperation in the available environments

social requirements (Ractham and Firpo,2011).

HagitMeishar-Tal et al, proved that the users of social requirements in the educational process

instead of e-learning systems and the social media users are more effective than users of e-

learning systems (Meishar et al.,2012).

2

1.2 Problem Statement:

In this thesis, we applied different learning methods to get an optimal teaching and learning

strategy. This strategy depends on integrating of e-learning traditional education, and social

requirement. The strategy leads to avoid the weakness in learning and traditional learning.

Integrated strategy aims to integrate the traditional education feature inside the classroom,

with the new technology. The strategy will improve interaction and appropriate self-directed

education by students.

The developments that have taken place in different areas of social requirements, and the

people who attend on the social requirements led to move away a lot of support of e-learning

systems. Resulting in drawing people to use social requirements in the educational process

instead of using e-learning systems.

The lack of using e-learning systems happens in education intuitions because they do not use

advantages of the social requirements. The social requirements began to impose themselves

dependent on social networks growing in popularity.

The social requirements facilitate the involvement of the learner process and make it in the

heart of the educational process. Social requirements use several components that interact

with the learner more than others, such as group discussions, cooperative ventures and many

other features.

Furthermore, the lack of integration of e-learning systems with the traditional share of

education systems dramatically cause people turn away from the use of e-learning systems.

3

The integration of e-learning systems with traditional education systems, represented by

course management systems and integration with the social requirements will have the ability

to improve, support and build privileged system. This integration is one of the most important

challenges to this research.

1.3 Research Objectives:

The main objective of this research is to develop an interactive E-learning Management

System (LMS), the perspective of the social requirements to support teaching and learning

functions. This research aims to achieve the following objectives:

1. Developing a model to enable creation, registration course student and teacher in e-

learning management system, in presence of social requirements.

2. Developing mechanisms for exchange the database and the information stored

between CMS and LMS, as well as manage users of the system and the workflow of

the course materials in CMS. The developed mechanism takes into account the

presence of the proposed social requirements.

3. Developing a model to enable creation, storing, publication and sharing of course

materials from Learning Course Management System LCMS to social system.

4. Facilitating many of the challenges that face instructors and learners, in the class room

formation in the presence.

4

1.4 Research Questions

The above specific objectives will be implemented based on the following research question

(RQ):

RQ1: How can course materials be made available and sharable among several students and

teachers?

RQ2: In which ways can the CMS -LMS database and the information stored inside,

including course materials?

RQ3: How can learning materials content be made available and sharable social?

1.5 Thesis Organizations:

This thesis is organized in six chapters.

Chapter two gives a review of available relevant literature. It begins with a general

background of the requirement engineering, e-learning management system, social

requirement and course management system. Then some of the previous studies are

mentioned. Chapter three will discuss the research methodology. Chapter four explores the

implementation of the new system as a prototype. Chapter five explains the results and

experimental studies. Finally, Chapter six gives the research conclusions, and

recommendations for future work.

5

Chapter 2

Research Background & Literature Review

2.1 Introduction

This chapter consists of six sections. The second section discusses requirements engineering,

the third section discusses e-learning, the fourth section explains the social requirements, the

fifth section investigates the course management system, and the last section focuses on the

related work.

2.2 Requirements Engineering

Requirements engineering is a set of activities concerned with identifying and communicating

the purpose of a software-intensive system, and the contexts in which it will be used.

Requirements engineering acts as the bridge between the real-world needs of users,

customers, and other constituencies affected by a software system, and the capabilities and

opportunities afforded by software-intensive technologies (Steve,2004). Requirements

engineering tools are primarily designed to support a relatively small group of experts in the

capturing, structuring, development, and management of software requirements (Lohmann et

al .,2009) .

Requirements is what we want to know, from a variety of people. These people may have a

variety of goals. Their goals may not be clear, or it may be difficult to express. You may not

know what they want or what is possible (Steve,2004). Engineering understanding the

requirements that have been collected during the application of systematic analysis techniques

(Steve,2004).

6

In this thesis, we will identify the social requirements according to the demand. To achieve

this object, social interaction and cooperation will be one of the e-learning features. The

requirements engineering consists of a set of processes (Rößling et al .,2008).

This thesis focuses on elicitation, which is important to the user social requirements of e-

learning system. The process will require the identification of stakeholders requirements

related to the system of e-learning. To do that, we use requirements elicitation method such as

interviews, questionnaire, task analysis and domain analysis.

Based on these processes available in the requirements elicitation, the systems analyst has to

determine how to achieve e-learning system with the process of social requirements.

Furthermore, the analyst including the social requirements as one of the features in the e-

learning system implementation (Oliveira and Mesquita,2007).

7

2.3 Learning via E-learning

Learning is a process by which an individual assimilates information, ideas, values,

knowledge and skills are acquired. Learning activities can be classified to learning formal and

non-formal.

Formal learning is a learning that occurs in an organized and structured environment (such as

in an education or training institution or on the job) and is explicitly designated as learning (in

terms of objectives, time or resources). Formal learning is intentional from the learner’s point

of view. It typically leads to certification. Learning that occurs in an organized and structured

context (in a school/training centre or on the job) and is explicitly designated as learning (in

terms of objectives, time or learning support). Formal learning is intentional from the

learner’s point of view, it typically leads to certification (cedefop.2015).

Informal learning is a learning resulting from daily activities related to work, family or

leisure. It is not organized or structured in terms of objectives, time or learning support.

Informal learning is in most cases unintentional from the learner’s perspective

(codecall.2015).

Nowadays, using a new technology is various aspects of our daily life leads to a new type of

learning called e-learning. E-learning is the process of providing education over the internet

and computers. Some means of e-learning include electronic multimedia, such as audio, text,

images, video, etc. Each produces an immense learning and enjoyable atmosphere for the

student. Also, e-learning isn’t bound to the classroom. This promotes a greater level of

distance learning for everyone involved. It is a great option for those who can’t afford their

time and circumstances to attend lectures or live near a university. It is a self-paced and

asynchronous process of learning (codecall.2015).

8

Horton defined e-learning as any use of web and internet technologies to create learning

experiences and enable people to learn anytime and anywhere (Horton,2003).

Clark also said e-learning method of using digital device such as a computer or mobile device

that is intended to support learning. Such a device stores and transmits lessons on CD-ROM,

local internal or external memory, or servers on the internet, uses media elements such as

words and pictures to deliver (Clark and Mayer,2011).

E-learning activities can be classified according to their time dependence as:

1- Synchronous: needs to learn the need for a student and teacher at the same time, via

intranet or internet.

2- Asynchronous: e-learning in which teachers and students are involved in learning

activities at different times, through Internet or intranet but their interactions are not

done in real time (Clark and Mayer,2011).

The most common teaching methods in education is the asynchronous one, and there are

many educational institutions use many education systems including learning

management systems, and other sources of online learning, video conferencing

technologies , other audio and visual technologies.

2.3.1 E-learning platform

E-learning platform is a software application that integrates different management

tools, communication, evaluation and monitoring, etc. The e-learning platform aims

at providing technological support to teachers and students to optimize the various

phases of the teaching-learning process, either the educational process completely

remote classroom or mixed nature. Furthermore, it combines both modes in different

proportions (HomeroCanales and FernandoGarcia,2007-2008).

9

Depending on the functionalities and the goals of the e-learning platform we can classify them

as follows:

1- Learning Management System (LMS)

Recesso defined LMS to be a system that works on the educational process management and

learning management tools on the Internet or internal network. It connects the contents of

learning and learners to gather. It manages users, educational materials and learning events. It

manages learning progress and track performance and manages administrative tasks

(Recesso,2001).

LMS refers to systems that support the management of learning activities as well as course

related administrative activities. Features include discussion or chat space, test creation and

delivery tools, file sharing tools, student and course management features, assignment and

grade management utilities, and others. LMS is a software system designed to facilitate

administrative tasks as well as student participation in e-learning materials (Recesso,2001).

Abbas and Aris extends LMS to the classroom and its activities online; There by, connecting

students to each other and their instructors. Empowering web-based sharing of research

materials, library resources, and even text books. They are integrating learning activities with

administrative systems. Through LMS technology, faculty members can amplify their

teaching with powerful online tools. Students can use these tools to increase their contact with

teachers. By adopting such technology across various educational sectors (Sejzi and Arisa

,2013).

LMS includes features like discussion forums, chat, management file, assessments

management, wiki, content management, video conferencing facilities, messaging systems,

rating systems for courses, and others (Rožac et al., 2012)

10

Now days, LMS can also be called a learning portal (or a performance portal) and can look

like a typical intranet or website. There are a lot of open source e-learning platforms available

on the web. Many of which provide really competent features. Some of LMS open source

system are: Moodle, E-front, Atutor, Dokeos and Docebo. The moodle is a popular LMS.

A LMS is a software package that enables the management and delivery of course content and

resources to students (trainingforce,2015). Most LMSs are usually web based systems that

allow students to access learning materials from anywhere and at any time

(trainingforce,2015). Typically, LMSs allow students to register for a particular course and

they provide facilities for instructors to create and deliver content, monitor participation of

students and assess their performance (searchcio,2015).

Registered students can use LMS's interactive features such as threaded discussion forms,

video conferencing facilities, and messaging systems. The moodle is one of the best learning

management systems, Nadire Cavus work compared moodle system with five other e-learning

systems. his study shows that moodle is one of the best system (Cavus et al ., 2014). Ajlan,

also provedinhis study that the moodle system is one of the best system e-learning (Ajlan et

al ., 2012).

2- Content Management System (CMS)

CMS is a system used to manage the content, and contain the most basic functionality. CMS

is an easy and collaborative environment and used in creation of documents, lessons and other

content. CMS system may also provide tools allows publishing, editing , modifying content

and maintenance by combining rules, processes, from a central interface. CMS a repository

for content, the content could be textual data, documents, movies, pictures, phone numbers,

and/or scientific data. Where it is needed to generate the content within the system. Among

11

Course management system

Academic information system

Registration system

Student information system

the communication tools can be found forums, email and chat (tutorialspoint,2015).(

HomeroCanales and FernandoGarcia,2007-2008).

3- Learning Content Management Systems (LCMS)

LCMS Produced from the integration of LMS and CMS in a single environment. Aim

primarily at managing the delivery of course content. The LCMS facilitates organization of

content from authoring tools, and presentation of this content to students via the LMS

(Jacobsen.P.,2002). ( trainingforce,2015)

Often used interchangeably with LCMS is the Virtual Learning Environment (VLE). VLE

with its focus on the learning space and on the idea of a platform that supports the whole

range of learning activities as a standalone integrated virtual environment. Such as

Blackboard, Saba,ATutor,Claroline, Dokeos and Moodle (Jacobsen.,2002).

2.4 Course Management System (CMS)

CMS is a collection of software tools providing an online environment for course interactions.

That enables the instructor or student to create online course and without having to handle

HTML or other programming languages (Abdullah,2014).A CMS includes a variety of online

tools and environment. They are student information system, registration system, and

academic information system, as show in Figure. 1.

Figure. 1. Course Management System Environment

12

CMS used in educational institutions for the registration of students, teachers and materials

and faculties and departments data and it works on the organization of the instruction work of

the foundation. As an operating environment within university or schools environment, and

taking important role in the academic enterprise of teaching and learning. This environment of

software tools interactive with some in educational institutions (Krishan,2014) CMS have

become part of the higher education landscape and likely to occupy an ever increasing and

prominent role in teaching and learning process (John,2003). CMS was selected because of

the rich features, the software provides for learning, registration course student and teacher in

classroom.CMS integration block which would simplify the integration process using any

version of LMS.

2.5 Social Requirements

The subject of social requirements became part of the priorities of interested organizations,

where it is difficult for the management of any organization to ignore, though there is no

agreement on a specific type of social requirements of the organization, and different

organizations in the use of those requirements in accordance with the needs of the

organization, sociology has been known to social demands on it the study of the social lives

of individuals, either in groups, or communities, have sometimes defined as a study of social

interactions(Wikipedia,2015).

The social requirements help to widening circle of social relations, and take personal

responsibility and attention, and independence academic and social independence, through

social networking. Social network is a social structure made up of individuals or organizations

called nodes, which are connected by more than one type of bonding, such as kinship,

13

friendship, common interests, exchange transactions, football, cultures relationships,

relationships of knowledge and beliefs (reniashellyana,2015) .

Nodes represent the relations between the actors in network. There can be many types of

relations between the nodes or more held. Social network, in its simplest form, is a map of the

specific relationships between nodes, where the nodes represent people or organizations and

relationships are the lines, as show in Figure. 2

Figure. 2 : Social network nodes

The social networking services are a set up by companies and program them to collect users

and friends .To share activities and interests, to search for making friends and search for

activities. That concerns other people. Most of the existing social networks currently are

provide a range of services to users such as instant messaging and private messages and e-

mail, video, blogging and file sharing and other services (Ellison,2007).The social networking

brought about major change in how communication and participation between people and

communities and information exchange. Social networking gathering of millions of users at

the moment and classified according to their nature of social networking to a range of

categories (Kaplan and Haenlein,2010). Social media includes a diversity of applications with

different core functions and structures. The most popular and high profile social media are

(Cho,2013).( Mayfield,2008):

14

1. Social Networking sites.

2. Blogs.

3. Wiki.

4. Forums or online message boards.

5. Podcasts.

6. content communities

Social networking represents a quantum leap in communication through the World Wide Web

interactively much larger than the former. The use of the Internet and mobile technologies to

turn communication into interactive dialogue called social media and social networking.

Andreas et.al, defined social network as a set of internet applications that build on the

ideological and technological bases of web 2.0, which allows the creation and sharing of

content that is created (Kaplan and Haenlein ,2010).

According to different studies (Mayfield,2008). There are basically seven kinds of social

media:

1. Social networks: These sites allow people to build personal web pages and then connect

with friends to share content and communication. The biggest social networks are

MySpace, Facebook and Bebo.

2. Blogs: Perhaps the best known form of social media, blogs is online journals, with entries

appearing with the most recent first.

3. Wikis: These websites allow people to add content to or edit the information on them,

acting as a communal document or database. The best-known wiki is Wikipedia4, the

online encyclopedia which has over 2 million English language articles.

15

4. Podcasts: Audio and video files that are available by subscription, through services like

Apple iTunes. Forums are as for online discussion, often around specific topics and

interests.

5. Forums: Came about before the term social media and are powerful and popular elements

of online communities.

6. Content communities: Communities which organize and share particular kinds of content.

The most popular content communities tend to form around photos (flickr), bookmarked

links (del.icio.us) and videos (youtube).

7. Micro blogging: Social networking combined with bite-sized blogging, where small

amounts of content are distributed online and through the mobile phone network. Twitter is

the clear leader in this field.

2.5.1 Social Networking Platform Supporting E-Learning

Social networking provides features and characteristics developed to support learning. Some

of these features are:

1. Participation: Social media encourages contributions and feedback from everyone who is

interested. It blurs the line between media and audience.

2. Openness: Most social media services are open to feedback and participation. They

encourage voting, comments and the sharing of information. There are rarely any barriers

to accessing and making use of content – password-protected content is frowned on.

3. Conversation: Whereas traditional media is about broadcast (content transmitted or

distributed to an audience) social media is better seen as a two-way conversation.

4. Community: Social media allows communities to form quickly and communicate

effectively.

16

5. Communities: Share common interests, such as a love of photography, a political issue or a

favorites TV show.

6. Connectedness: Most kinds of social media thrive on their connectedness, making use of

links to other sites, resources and people (Mayfield,2008).

Social media, through blogs, social network, web forums and other from the social media, can

provide teacher and students a space in which they can discuss their experiences and their

lessons. The social media of educational helps the teacher, student establish a long lasting

relationship and powerful interactions with each other. These interactions help them

determine educational organizations needs. This process results increased interactions,

strengthening their learning process (Mohammadian and Mohammadreza,2012). The most for

poular social network are Facebook , LinkedIn , Twitter, Google+ , Pinterest and YouTube

(Sample Social Media Tactical,2015).

2.6 Related Works

Jernej and Matevž Proposed an integration of e-learning systems with social networks and

displays its supporting software. The author solved the low level of interaction between users.

Through Direct relationship between learning content and communication between users and

teachers in e-learning systems. Suggested use of social networks to increases the interaction

between users in e-learning environments. The approach depends on the virtual classroom,

integrating e-learning system coom with facebook. The weakness of this approach is that it

used coom system during the integration process which leads to difficulty of use because the

user systems independently. Furthermore, will approach not achieves the integration between

traditional and e-learning . the coom is a LMS with a complete support for the production and

distribution of multimedia-based lectures .(Jernej and Matevž ,2012).

17

Du et.al. Developed an interactive and collaborative platform e-learning system . His

approach combines the advantages of learning management system and social programs. Then

the platform user can build and expand personal social network. Finally the proposed system

allows the users to have their own interaction account. The disadvantage of this platform in

that it is limited to the social feature in e-learning system such as blogs and forums. The

platform didn't use the available social system features. The advantage of his platform

increases interaction between the e-learning users (Du et al., 2013)

Saračević and Muzafer . Use of new technology in the institutions, to improve the quality of teaching

and learning, through the development of learning content management systems (LMS, LCMS),to

gain access to educational content and easily educational activities, and the increasing spread of the

networks of social interaction. It has an important role in social interaction, and the sharing of

resources increasingly to learn, as well as the ideas and opinions through discussions and

presentations, blogs, comments, etc. They offer a range of features that must be available in e-learning

systems in the future:

1. Formal methods and informal education and the integration of the shift toward

collaborative learning.

2. Improve the control of the students.

3. Connect or integrate LMS with well-known warehouse where learning objects are stored.

This way you will create a kind of super data base where LMS will become a kind of

distribution warehouse, to search directly, the full potential on the Internet transmission of

educational material between e-learning systems.

4. Full re-use of objects based learning on the Web to learn from one system to another.

5. Possibility of creating shared libraries or media with stores to learn from the different

environments LMS.

18

6. Installation of external functions that are not products of the company which owns the

LMS.

7. LMS integration with ERP. ERP (enterprise) is a system that allows the integration of

services through a single object resource planning. CRM (customer relationship management)

is a system that helps manage customer relationships.

8. Improve the relationship between the LMS with the contents of the media, the balance

between control and freedom of LMS customers to enable them to join the quality and the

quality of learning, activities and support (Saračević and Muzafer ,2015).

Jurubescu. Development the related tools with e-learning, and relationship with other

concepts. Such as knowledge management, human resources management, enterprise resource

planning and information technology. The advantage is that he is provided us with a set of

ideas that contribute to the development of e-learning systems, by integrating e-learning

systems with other systems (Jurubescu,2008).

Hagit Meishar-Tal et.al. Use of facebook as an alternative to the LMS, serving as a platform

for delivering content and maintaining interactions among the students and between the

students and the instructor. And Analyzed the differences between facebook and learning

management system such that. Ownership, login, creating and sharing content, content

management, organizing content, relationship between content and interaction, synchronous

interaction and assessment tools. Despite the significant differences between the facebook

group and the traditional LMS, use the facebook group as an alternative to an LMS (Meishar-

Tal et al.,2012).

Kurtz. Study the effect of integrating facebook group and course website on participation and

perceptions on learning. Such that use of two virtual platforms for learning. Show that

facebook , can be used for discussion and exchange of knowledge. Students reported that

facebook helps enhance the interaction and social learning processes with emphasis on the

19

involvement of the learner, and contribute effectively, and frequent interaction with peers and

the instructor (Kurtz,2014).

Lonn. Study the issue of interaction and collaborate in the learning management system,

through a set of tools that support of synchronous or asynchronous interaction between site

members. Show results that students successfully used the LMS to interaction and collaborate,

through announcements, chat, discussion, email and wik. But there were limitations on

interaction and collaborate in LMS (Lonn,2009).

Cavus and Zabadi. Study the issue of choosing the best learning management system open

source. From During comparing the best communication tools and focuses popular. Such that

select six of LMS (ATutor system, Claroline, Dokeos, Elias, Moodle, and Sakai ). The

comparison showed the six open source learning management that Moodle and ATutor about

to get the best communication tools with a user friendly interface systems (Cavus and

Zabadi,2014).

20

Chapter 3

Research Methodology

3.1 Introduction

The issue of social requirements in the e-learning depends on the improvement of

collaborative activities, and the impact of social requirements is produced through the

effective cooperation between the members. In order to ensure effective cooperation and

participation, we need to software engineering to gather information in order to discover the

social requirements in e-learning. Social aspects of software engineering based on social

requirements such as motivation, bonding. Social requirements increase social interaction in

e-learning. You can improve social interaction in e-learning by increasing social requirements

in the design of e-learning system, and through the requirements required by users. The

contents of the e-learning and social requirements help to increase the use of e-learning

system.

3.2 Requirements Elicitation Process

In this thesis, we will use the requirements elicitation spotted social requirements, according

to the requirements elicitation process by understanding the application domain, identifying

the sources of requirements, analyzing the stakeholders and selecting the techniques,

approaches, tools to use, as show in Figure. 3 (Prof.Armin et al.,2015)

Figure.3 level requirement elicitation

21

3.2.1 Understanding the application domain: Learning Management System (LMS) refers to

systems that support the management of learning activities as well as course related

administrative activities. features include discussion or chat space, test creation and delivery

tools, file sharing tools, student and course management features, and assignment and grade

management utilities, others.

3.2.2 Identifying the sources of requirements (problem to be solved) :

1. Show the weakness of the current use of traditional education and e-learning system.

2. Lacks of using the advantages of the social requirements,in e-learning systems.

3.2.3 Analyzing the stakeholders by interview them.

We conducted an interview with stakeholders to learn social requirements related to e-

learning system (see appendix B). Through the interview, which was conducted, it shows that

stakeholders need a set of requirements that help to facilitate their work on the e-learning

system. The social requirements requested by the stakeholders are divided into two types:

1. The issue of the electronic processing of virtual classrooms:

Get rid of manual and paper-based business in the e-learning system processing, used in

processing electronic virtual classrooms similar traditional education in classroom. These as

actions take time and effort during the processing e-learning system.

2. The issue of social interaction:

The social interaction in e-learning system with a limited number of activities used within the

system (example: messaging, chat, forums, wiki). These activities are confined within the e-

learning system environment, any interactions it's closed on itself within the course and the

members of its participants in course. Course need to pre-processing of the teacher, until they

are dealing with the course.

22

During the interview stakeholders pointed to the need to increase social interactions. Because

of the interactions between students and teachers be present inside the classroom in the

traditional education (classrooms).These interactions expire once they are out of the

framework of the educational institution. Pointed stakeholders that they need to be continued

interaction and cooperation between students and teachers outside the classroom (traditional

education).The local community and global in the education process. In the following main

questions and answered by stakeholders:

• How to form a traditional classroom?

The stakeholders answer that are formed by a group of systems within the institution known

as the admission and registration systems .

• How to increase the interaction within the e-learning systems?

The stakeholders answer through an increase in the presence of media and social networks.

Where social requirements have these requirements demanded by everyone in the various

fields of entertainment, advertising, education, building social relationships and

communication.

• How to form the electronic classroom?

The stakeholders answers through a series of stages, including

1. Data entry user (student, teacher, manager).

2. Data entry colleges, departments and course.

3. Registered users for course data entry.

4. Distribution of roles to users.

23

These stages are the same stages that occur in the processing of traditional education, but in

different operational environments and how to deal with the data as both the e-learning

systems and materials management systems, have different installation at how working with

data. Where we are in the process of e-learning systems processing using excel files under

extension (CSV). This requires time and effort in the process of file processing. The

interview, which was conducted, helped to define the requirements that we need to build a

new model.

Through the use of requirements elicitations that are part of the software engineering that will

contribute to the development of systems, and also use the re-use requirements. Which aims

to use existing systems to create a new system serves the stakeholders. Also ease the material

cost. It is also working on the unification of users systems. For example unify password

between the e-learning and management system materials. Also recorded course by users and

retention on users roles. This leads to increased demand for the use of e-learning system by

teachers and students. The reason for this is due to move away from manual work in

preparing virtual classrooms.

The result of the interviews with learning staffs. The following components are found as the

most essential for the system to provide. It shall overcome problems related to manual and

paper-based activities, automate most of the feasible tasks such as course management

system, Social Requirements, and provide ease of use of the learning management systems for

the members.

1. Course Management System (CMS).

2. Social Requirements (SR).

24

3.2.4 Selecting the techniques, approaches, tools to use:

The research approach is integration approach, the approach which works to build a new

model, where done the build the new model in two steps.

First step: Integration of learning management systems with electronic course management

system process.

This carried out through a set of processes as follows:

1- Study a current of open source learning management systems and course management

system.

2- Specify features of learning management systems and classification features.

3- Specify features of course management system and classification features.

4- Built Learning Integration Course (LIC) integration between LMS and CMS.

Second step: Integration of LIC with the tools of social media process.

This carried out through a set of processes is as follows:

1- Study the most important of the social media.

2- Chose best the social media can be integration.

3- Built Learning Integration Course Social (LICS) integration between Learning Course

Management System (LCMS) and social media.

25

Chapter 4

Implementation Technique

The e-learning structure depends on traditional education (CMS) and social networks systems,

known as social requirements. In this thesis, the one step we suggested a model for integration

of traditional education systems (CMS) and social networks systems with learning

management system. This model will benefit from current open source system components to

build electronic education system, integrated, collaborative and interactive.

Through prototype model design, depend on integration the e-learning components with

traditional education systems components (CMS). The second step in this model integrates

the prototype model with social networking components, as shown in the following Figure. 4.

Figure. 4 work flowchart

SR

LCMSR

LMC CMS

LCMS

Start

Step1. initial integration Step2. social integration

LIC

LICS

26

The proposed model consists of two steps as shown in Figure. 4:

Step 1 initial integration: this step integrates learning management system components with

the courses management systems components. Section 4.1 explains this step in more detail.

Step 2 social integration: this step integrates system components resulting from the first step

with social networking components. Section 4.2 explains this step in more detail.

4.1 Initial integration step

Initial integration step, used of two open source systems (software applications), LMS and

CMS. Were integrated through a new model Learning Integration Course (LIC) which

allowed users who were authenticated with CMS to access LMS through a link on the page

without needing re-authentication for CMS.

Moodle (Modular Object Oriented Dynamic Learning Environment) is LMS was selected

because of the rich features which it provides for the management of the e-learning process

and also because it is used by university to manage the delivery of courses and course

contents to students complementing their classroom learning. A also a lot of researches and

studies, refer to moodle system as one of the best open source systems. The moodle learning

platform is based on strong pedagogical principles, providing a private learning space for you

to design online courses with flexible content and communication tools or activities so your

students are constantly experiencing feedback and usually a web application (moodle,2015).

Course Management system (CMS) was selected because of the rich features the software

provides for learning, registration course student and teacher in classroom and also because

there existed a CMS integration block which would simplify the integration process using any

version of LMS.

27

4.1.1 Learning Management Systems

Table.1 represents the basic features contained in learning management system where the

twelve features are used. All the features contain a set of tools that reflect the nature of the

work feature. So that will be used the main features show as in Table. 1 in create classification

features.

Features LMS No. Features Tools Used In Features

1. Users Accounts , Permissions

2. Courses o Add/edit courses , Course default settings ,Course request

3. Grades o General settings , Grade category settings , Grade item settings ,

Scales , Letters

4. Location o Location settings , Update time zones

5. Language o Language settings , Language customization , Language packs

6. Plug-in Activity modules

Assignment , Book , Database , Folder ,Forum ,Glossary , IMS

content package , Lesson , Light box Gallery , LTI ,Page ,Quiz , File

,SCORM package , URL ,Workshop

7. Security o IP blocker , Site policies ,HTTP security ,Notifications ,Anti-Virus

8. Appearance o Themes,Calendar ,Blog, Navigation ,HTML settings ,,Media

embedding ,Docs ,Default My page ,Default profile page ,Courses

,AJAX and JavaScript , Manage tags ,Additional HTML

9. Front page o Front page settings , Front page roles ,Front page filters ,Front page

backup , Front page restore , Front page questions

10. Server o System paths , Support contact, Session handling, Statistics ,HTTP,

Maintenance mode, Cleanup, Environment ,PHP info ,Performance,

Hubs, Update notifications,

11. Reports o Comments ,Backups, Config changes ,Course overview

o JMeter load testing ,Logs, Live logs ,Question instances

o Security overview , Statistics ,Spam cleaner

12. Development Debugging, PHPUnit tests, XMLDB editor

Table. 1 Main features in LMS

Table.2 represents a classification learning management system. Classification features

learning management system into three main classification (administrator ,communication

and learning). Each classification contains a set of features based on the nature of the work

features. So that will use the first classification (administrator) to create integration learning

28

management system with traditional education systems (CMS) and to create administrator

classification framework based on feature common between LMS, CMS, as shown that in

Table 3.

classification Features No. Classification Features

1. Administrator

Users , Courses, Grades, Location , Language ,

Plugins , Security, Appearance ,Front page ,Server

,Reports ,Development

2. Communication

Forum , Workshop, Massages , Wikimedia, Chat ,

Emails ,Survey, Flickr, Youtube, Dropbox,

Bookmarks

3. Learning(Active, Resource)

Assignment , Book , Database , Folder ,Glossary ,

IMS content package , Lesson , Light box Gallery ,

LTI ,Page ,Quiz , File ,SCORM package , URL

,Workshop

Table. 2 Classification features in LMS

Table.3 represents the framework of the e-learning management system. The features

represent tools used for the process of integration learning management system with course

management system.

Framework classification Administrator Users Courses No.

Add/edit

courses

Add Course , Add

group Add a new user Accounts 1.

Add categories Add sub categories Define roles :

Manager Course

creator ,

Administrator

Teacher, Non-

editing teacher ,

Student , Guest

Permissions 2.

Table. 3 Framework of the LMS

In the following, we explain the contents of the suggested framework

1. Administrator: Users in this category have permissions to perform any function within the

system.

29

Course management system

Academic information system

Registration system

User information system

2. Manager: Managers can access course and modify them, they usually do not participate in

courses.

3. Course creator: Course creators can create new courses.

4. Teacher: Teachers can do anything within a course, including changing the activities and

grading students.

5. Non-editing teacher: Non-editing teachers can teach in courses and grade students, but may

not alter activities.

6. Student: Students generally have fewer privileges within a course.

7. Courses: Courses are spaces in LMS. Where teachers add learning materials for their

students. Courses can be created by administrators, course creators and managers. Teachers

can then add content and reorganize courses according to their own needs. (moodle,2015).

8. Accounts: Create profile the user and content the information personal.

4.1.2 Course Management System

Course management system is a system used in educational institutions for the registration of

students, teachers, materials, faculties, departments data and works the organization. The basic

functions of the course management system are to registering classrooms, recording course

material for students, teachers and administration marks, as show in Figure.5.

Figure. 5 Course management systems

30

1. Academic information system:

Systems posses the data of course in the educational institution.

2. User information system (Student, teacher):

A system contains personal data on students and teacher in the educational institution.

3. Registration system :

System contains data relations to the registration of students in subjects, per semester.

The data presented per semester courses, and data course teacher in the semester courses.

Figure.5 shows the course management system. CMS is an incubator environment for the

traditional education system. During the Table 4 clear to the relationships that combine both

teacher and student in the classroom one. Table. 4 shows the infrastructures to link the

traditional education system (CMS) with learning management systems. Table. 4 shows The

main features framework of the course management system that enables an integration

process.

Framework CMS Registration system

(RS)

User information

System(UIS)

Academic information

system(AIS) No.

College Data student personal Course schedule 1.

Department Data teacher personal Registrar student course

2.

Course Registrar teacher course 3.

Table. 4 Framework of the Course Management System

4.1.3 Features Of Learning Management System And Course Management System

Learning management system that contains many of the features of the traditional education

system (CMS). The course management system that contains many of the features of the

learning management system. The LMS is a system used to organize and facilitate

collaborative content creation. The CMS used to organize and facilitate collaborative work in

31

the classroom. Table 5, 6 we can see the features of learning management system and course

management system.

Table. 5 Compare the features CMS with LMS

Course management system focuses on data management in an integrated database and used

to identify the form of classroom. Through Table. 5 show that the learning management

system involved in the management of many of the course features. The features not used in

the learning management system different form and not in a different configuration.

Table. 6 Compare the used features in LMS with CMS

Learning management system focuses on data management in an integrated database and used

to making learning available. Through Table.6 show that the course management system

involved in the management of many of the learning features. The features used in the

learning management system same form and configuration in course management system.

CMS LMS Features in Course Management System No.

- - Academic information system 1

ok - College 1.1

ok - Department 1.2

ok ok Course 1.3

- - User information system 2

ok ok Data student personal 2.1

ok ok Data teacher personal 2.2

- - Registration system 3

ok - Course schedule 3.1

ok ok Registrar student course 3.2

ok ok Registrar teacher course 3.3

CMS LMS Features in learning Management System No.

Users 1

ok ok Accounts 1.1

ok ok Permissions 1.2

Courses 2

ok ok Add courses 2.1

ok ok Add categories 2.2

ok ok Add sub categories 2.3

32

LMS and CMS can be solution depending on the needs of educational institution. Through

clearly understanding the differences, the core functionalities of each and the benefits of

combining, can help guide decision makers toward the best solution for to integration LMS

and CMS.

4.1.4 Integration Of Learning Management System And Course Management System

There are ways a LMS can be integrated with a CMS. The ways are integrating features that

allow traditional education in the LMS. In these approach use to integrate LMS and CMS

.The integrated system allowed users logged in to LMS to access CMS without being

authenticated again through CMS. The formation a virtual classroom per teacher, the

formation of the academic schedule for each student and teacher. Based on what is recorded

in the traditional education system. So that the student and the teacher up to a virtual learning

environment. Through the process of integration between systems, provided by the

mechanism of cooperation and integration.

Through using the new model (LIC), the advantage of this new model to exchange the

information in one direction, the exchange information of the integrated system is only take

from CMS to LMS and not vice versa, through use the new model algorithm (LIC).

33

The Figure .6 represent the algorithm integrates LMS and CMS and steps to apply of

algorithm (LIC):

1. Alg_ Lic ()

2. Ccms list course in college in cms

3. Ucms list user in cms

4. RSCcms registry student corese in cms

5. Cm list course in categore lms

6. Um list of user in lms

7. Rm role in lms

8. Em enrole lms

9. For each user (Ucms) in cms //Read all user in cms

o If Ucms <> Um // Verification the user in cms and user in moodle

o Add Ucms to Um //Add user from cms to moodle

o Add Ucms to Rm //Add user in role in moodle

o else o Update Ucms to Um //Update user in moodle

o Update Ucms to Rm //Update user in moodle

o end if 10. For each course (Ccms) in college //Read all course in cms

o If Ccms <> Cm // Verification the course in cms and course in moodle

o Add Ccms to Cm //Add course from cms to moodle

o else o Update Ccms to Cm //Update course in moodle

o end if 11. For each registry_student_corese (RScms) in cms //Read all registry_student_corese in cms

o If RScms <> Em // Verification the registry_student in cms and registry_student in moodle

o Add RScms to Em //Add Enrolled from cms to moodle

o Add RScms to Rm //Add roll from cms to moodle

o Else if

o Update RScms from Rm & Em //Update Enrolled from cms to moodle

o end if o If Um from Em <> RScms // Verification the Enrolled in moodle and registry_student in cms

o Delete Um from Rm & Em //Delete the user in moodle from roll and enrolled

o end if 12. next registry_student_corese // Next student

13. End Alg_ Lic

Figure . 6 Algorithm( LIC)

Services(lic)

LMS

CMS

Integrating features

LMS CMS

Ccms

=Cm

Implement

the

integration

Yes No

Verification

Ccms=Cm

Ccms=Cm

34

Steps to apply of Algorithm (LIC):

Step 1: Take the input of LMS and CMS.

Step 2: Apply the integrate algorithm (LIC).

Step 3: Conduct the verification (Ccms=Cm) of how the algorithm (LIC) integrated these

two applications.

Step 4: Repeat step 2 and 3 based on the findings of the investigations in step 3. (Update the

features in the integrate algorithm (LIC)).

Step 5: Implement the integration algorithm (LIC).

4.1.5 Framework Algorithme )LIC)

LMS provides an environment allow of CMS to integrate with LMS, so that CMS part of

LMS, This means that the system {CMS} ⊂ {LMS}.

Figure. 7 Integration of CMS and LMS -{CMS} ⊂ {LMS}

We note from framework each (LMS, CMS) they're similar to dramatically. Can represent the

some systems in the single system.

After the integration and merge the LMS with CMS, the user (students, teachers) can share

the material interactively away from the classroom so-called asynchronous education. So that

{CMS} ⊂ {LMS}

Learning

Management

System

(LMS)

Course Management

System

(CMS)

Learning Course

Management

System

(LCMS)

CMS

LMS

35

the system provides each student's educational material, the interacts teacher through the

system with the students. In Figure. 7 we can see the framework of the integration of LMS

and CMS.

The integration should check three basic conditions so we can confrontation a lot of the

difficulties in the process of selecting the features that will check us the proposed system

requirements: Integration with your current course management system, scalability and

flexibility. E-learning model based on course management system and learning management

system in the proposed architecture, we are integrating the functionality of learning

management system and course management system. Learning course management system

are structured environments that are specifically designed to help organizations implement

better processes and practices as they create an unlimited number of e-learning courses.

Learning course management system uses the strength of course management system with the

integration of learning management system.

The Figure.8 shows the framework for the merger process to create a learning management

course system , cooperation with the basic elements shown in Figure.8.

Learning management system:

User: divided into two types teacher, student.

Category: divided into sub categories, course registration and sections of these are

available in the e-learning system.

Courses Management System:

User: where is divided into two students, teacher

Colleges, departments, course, course schedule and registrar student material.

36

Figure . 8 Framework the algorithm )LIC)

Will be dealing with this framework as show in Figure. 8 as follows:

Will be linked the users in each the LMS and CMS with some. Where will read the available

data in the CMS, and entered into the LMS.

For example, users (students, teachers) are two stores in separate tables within the courses

management system, but in the learning management system will be stored in a single table.

And conducting a set of processes to enter data to learning management system, so that we

can give each user's role as (student, teacher, manager, etc) .

Adding the data in the learning management system in places especially the distribution of

roles. As for the faculties and departments in the courses management system, it will be

handled with in the learning management system on the basis of category and sub categories.

User

- Student

-Teacher

Add Course and categories

- Categories

- Sub categories

- Course registration

-Section (groupe)

LMS

Enrolled users

-Add Role

User information system

- Student

-Teacher

Academic information

system

-College

- Department

- Course -Section

CMS

Registration system

- Course schedule

- Registrar student materials

37

The material in the courses management system will be handled by adding subsets within the

learning management system. And students enrolled in the courses management system will

handled with them in the form of members of groups within the learning management system.

Thus, we have integration the learning management system with a courses management

system and the following illustrates implementation.

4.1.6 Implementation The Algorithm )LIC)

Figure . 9 Screen the implementation algorithm )LIC)

Figure . 9 represents the model (LIC) used in integration learning management system and

course management system. Through a series of processes such as add users (students and

teachers), course materials, classified (faculties, departments). Users by the distribution of

authorities on the materials and the people of study (groups). Within a sequence processes

rank as follows:

38

1. User (Students. teacher).

2. Material.

3. Presented material.

4. Students and teachers on the distribution of materials.

5. Give authorities (the validity of student, the validity of teacher).

4.1.7 Case Study Of The Algorithme )LIC)

I used the learning management system (Moodle), traditional education (course management

system) and apply the algorithm (LIC).

The Figure . 10 represent the course management system. That is material from which the

data in the student wishes studied, in the classroom where the course management system

represents the means by which the composition of the classroom (traditional education

classes).

Figure . 10 Screen course management systems

Figure. 11 represents the learning management system, where the material data in which the

student wishes to study, in the classroom where the Figure. 11 shows that the shows reflect

the classroom (traditional education classes) to become virtual classes. The reality of the

educational process in traditional education classes simulates the electronic process. In

addition to not be selected location or time to educational process (non-synchronous

education) .

39

Figure . 11 Screen learning management system

The Figure . 12 represent the Enrolled user in learning management system. Where the students

enrolled course section posted in the classroom. Include name of user (student and teacher),

last access, roles and group (section in CMS).

Figure. 12 Screen enrolled user in learning management system

The Figure.10, 11 represents result the process integration CMS and LMS used the LIC show

in Figure.9. The Figure.10 show student registry the course in traditional education and

Figure.11 show reflects the course in LMS.

40

4.1.8 LIC User Use

User (students, teacher) who have registered material data to be studied in the classroom

using the course management system. An account is created for the user (students, teacher) of

the learning management system appear materials that they registration previously on the

course management system. Where students will be grouped with some of the material

according to the group to which they belong with their teacher. And then the students will

benefit from the services that will be provided by the teacher through the learning

management system. To login to the integrated system, the users using login used at CMS to

access the LMS.

4.1.9 Ethical Considerations

The process portfolio of privacy for students who have signed up material data to be studied

in the classroom using the course management system. All the processes taking place in the

learning management system for one system cannot be seen from the students, and the person

authorized to see it is the owner of the account and the course teacher only. Taking into

account cultural diversity and different forms of learning depending on the learners and their

culture, their location and special needs. For example, marks obtained by the student from

activities such as exams and other activities are taken into consideration. No one can be seen

whether person concerned (student only).

4.1.10 Conclusion (LIC) Integration of LMS and CMS

The use of e-learning tools as part of the learning management systems. To enhance the

traditional learning systems or use an alternative learning environment for the default

approach. I have been using the courses management system and learning management

system to configure the integrated learning courses management system.

41

4.2 The Social Integration Step

In the step, will be a building model (LICS) running on the exchange of information between

LCMS and social requirement (SR). To achieve an integrated e-learning system , through the

use of what has been reached in the first step (initial integration). In the second step (social

integration), study of social requirements and choose the best social requirements. That

enables us to achieve integration (integration the first step with the social requirements).

4.2.1 Current Social Requirements Used In E-Learning Systems

The integration process between the LMS and SR require that we study social requirement

exist in learning management systems, to find out the social aspects available within the

learning management systems, has been selected a set of e-learning systems open source:

Moodle, Efront, Atutor, Dokeos, Docebo. These systems are among the most systems use.

The survey was conducted on these systems and found that it contains many of the social

requirements .as shown in the Table.7 social requirements exist within e-learning systems.

Docebo Dokeos Atutor Efront Moodle

newsletter massages massages massages massages

Video conference forums forums forums forums

wiki blog blog

survey newsfeed wiki

shop vimeo workshop

newsfeed survey survey

drop box chat chat

poll newsfeed

poll

Table. 7 e-learning systems comparison

Table.7 adopt, every system that has a social requirement that meet usage requirements at each

system, according to the desire of the manufacturer of the systems. The previous systems

share some social requirements example of a common social requirements between e-learning

open source systems moodle, efront, autor, dokeos, docebo. Table. 8 show the requirement

common.

42

docebo Dokeos Atutor Efront Moodle Social No

ok ok ok ok massages 1.

ok ok ok ok forums 2.

ok ok blog 3.

ok ok wiki 4.

ok ok workshop 5.

ok ok ok survey 6.

ok ok chat 7.

ok ok poll 8.

ok ok ok ok newsfeed 9.

ok vimeo 10.

ok drop box 11.

ok Video conference 12.

2 7 8 2 9 Number of social

Table. 8 Social requirements common in the open source e-learning systems

The e-learning systems share the basic social requirements. these requirements were created

in 1979 by Tom Truscott and Jim Ellis and carry usenets name, that at the beginning of be

displayed social media and this means that e-learning systems simulate the evolution that

occurs in the information technology on different forms of development.(webdesignerdepot

,2015). The social requirements of social media such as Wiki, forums, messaging, chat and

poll is an independent system has been integrated with e-learning because they provide

interaction between users systems. Also, it gives space of interaction that takes the form of

discussion and exchange of information and knowledge between the different systems users,

which led to the integration of those means to strengthen the educational process in the

various educational institutions schools, universities and other.

43

4.2.2 Requirements LMS and SR

Figure . 13 show, the integration of the social requirements with learning management

systems .The figure represents a common set of requirements intersection area between LMS and

social systems requirements.

Figure . 13 requirements intersection of LMS and SR

Area one represents a set of requirements that do not exist in the LMS. A lot of the social

requirements have emerged in the recent period because of development in today's world of

evolution in the devices, whether mobile devices, computers, communications technology and

many others. The new social requirements are not available within the e-learning systems. It

is the social requirements,it has been selected group of social networking sites, and so

depending on the number of standard and the most prominent of those standard the range of

spread the social networking sites between members of the community at the level of the

world.And depending on the order of global positioning alexa site, as shown in Table.9, the

order of the sites in the world (alexa, 2016).

LMS

2

Social

1

Wiki , Forums

Messaging, Chat , Poll ,

blog, survey, workshop,

newsfeed, vimeo, drop

box, Video conference

44

website Alexa Rank

Facebook 2

YouTube 3

Twitter 9

LinkedIn 14

Instagram 27

Pinterest 36

Google Plus+ NA

Tumblr 43

Flickr 146

Table. 9 Alexa Rank

As show in Table. 9, among a group of social networking sites that his back in the last period,

because of the development that the world has witnessed in a number of sectors and

represents the most important of those sectors that which saw fast growth in spreading the

culture of communication and contact, in which the telecommunications sector has become

the world mainly depends on communications technology in different areas, including social

networking emerged where a lot of sites that support the idea of communication through all

means of communication.

Lead evolution of social networking sites to the specification of many of the sites reached, so

that became specified domain, such as publish photos, video publishing, chat and many other

domains or merge with domain some combined.

Where social networking sites occupied a place among the members of the peoples of

different nationalities and languages, where became the hallmark of Famous sites, and taken

the first rank at the level of the sites in order of alexa site.

Where taken the site facebook ranked second, third place youtube, twitter ranked ninth,

LinkedIn that ranked fourteenth and instagram ranked twenty-seventh.

The most important specialized sites twitter, facebook, instagram, linkedIn and youtube are

shown in Table.10 social networking sites specific characteristics.

45

Web sits Characteristics

Twitter articles, letters, photos

Facebook articles, messages, chat, pictures and video, a variety of files...

Instagram photos, video

Linked images, a variety of files, articles

YouTube video

Table. 10 Social networking sites specific characteristics

After learning about the social networking sites specific characteristics, which have been

selected based on the standard arrangement locations worldwide. Select the second criterion, a

characteristics social networking sites where the advantage of social networking sites a range

of features: Global, Interactive, Diversity, Ease of use, Economic. Table. 11 represent the

social networking sites characteristics

Social networking sites characteristics

Face Book Twitter YouTube Ianstgram LinkedIn

profile profile free year Upload photos Create page

add friend following download

movies

Making effects

on the image

Free site for ordinary

users

Groups tracking easy to use

by the public

Upload video discussions

Wall Favorites easy viewing Comments subscribers

Pokes messages profile profile profile

Photos photos search

history

publish photos

and video files

through other

social

networking

sites such as

Twitter, Face

book,

Foursquare

file

Status video live

streaming

photos

Newsfeed comments communicate

Gifts messages Easy to show off your

business and your

experience in the CV market place channel

App analytics

Like history

Page subscriptions

status update create -

webcam

capture -

photo

slideshow-

video editor

Working on a

tag in order to

force users to

view images or

video

publication

Table. 11 Social networking sites characteristics

46

After selecting social network characteristics, were identified characteristics common to

social media that meet the social requirements as shown in Table. 12 Social networking sites

shared in key characteristics.

After identifying the common characteristics between the social networks. Done procedure a

set of comparisons in order to determine the best social network that meets social

requirements the following comparisons conducted. The Table.12 represent process comparing

to be met by social network properties

No. characteristics social

learning

Face book YouTube Twitter LinkedIn Instagram

1. Profile user ok ok ok ok ok

2. group ok ok ok

3. Discussion ok ok ok ok ok

4. participation ok ok ok ok ok

5. Ease ok ok ok ok

6. pages ok ok

7. Writing articles ok ok ok

8. Send audio ok ok ok ok

9. Send video ok ok ok ok

10. Chat ok ok ok ok ok

11. Messages ok ok ok ok ok

12. Publishing ok ok ok ok ok

13. Upcoming Event ok ok

14. following ok ok ok ok

15. openness ok ok ok ok ok

16. community ok ok ok ok ok

17. connectedness ok ok ok ok ok

Characteristics variable 17 14 14 13 13

Characteristics messing 0 3 3 4 4

Total variable 17/17 14/17 14/17 13/17 13/17

Total messing 0/17 3/17 3/17 4/17 4/17

Table. 12 Compare social network characteristics

Table. 12 show us that the facebook system is distinguished from the rest of the systems in all

characteristics to be provided in the social network.

47

Table. 13 represent process compare to the characteristics to be met by the social network, in

the event of been used in the educational process. So that social networking system be

comprehensive of the characteristics of basic education of uploading material files, pictured

or written, or any other files such as word files, compression, as shown in Table. 13

No

.

Publish site size Face book YouTube Twitter LinkedIn Instagram

1. Write post-

article

63206

characters

- 140

characters

456

characters

-

2. Upload file 25MB &

Drop box

2GB

- - 100MB -

3. Upload video 45

Minutes

12 hours - - 30

second

Table. 13 social networks in the educational process

Table. 13 shows us that the facebook system is distinguished from the rest of the systems in

all duty characteristics provided by the social network, so it was chosen as the best social

network, system of facebook is characterized by the number of characters that are used in

writing articles The number of letters of 63206 characters, compared with the system Twitter

that the number of letters to write 140 characters, while the number of letters LinkedIn about

456 characters, while youtube system and instagram is not dedicated to writing articles. On

the other hand, the process of uploading files made through social networking sites show that

the facebook system depends on two ways to upload files. The first method is to upload the

files subjectively (Server company facebook) and the single file size of about 25 MB, the

second method relies on the Xbox system that tracks the volume of download one file to 2

GB. The other systems, such as linkedIn the volume to download one file about 100 MB,

while the rest of the systems such as youtube, twitter and instagram not upload files because

they are not dedicated. On the other hand, the process of upload video files in the facebook

system with a single file size of about 45 minutes, youtube is about 12 hours and the

instagram is about 30 seconds while the rest of the systems Twitter and LinkedIn is dedicated

48

to upload the video. After a comparison, found that the facebook system advanced on the

rest of the systems in the number of characters used in the writing process. Facebook system

advanced on the rest of the systems in the process of upload files. Youtube system advanced

on the rest of the systems in the process of upload video files. And conclude from the

foregoing, that facebook system is advanced on all the systems and that it serves the

requirements of the educational process. writing and upload various files and video files that

load ranges run for 45 minutes , it is the time allocated in the educational process, provided by

the teacher, whether in school or university.

Table. 14 represent process compared the social networks in terms of arrangement and most used in

the world

No. Rank in the word Face book YouTube Twitter LinkedIn Instagram

1. Rank 2 3 9 14 24

Table. 14 Alexa rating

Table. 14 Shows the order of sites around the world through a site alexa where we can see

that facebook system achieves the second place in the world. This means that people interact

with facebook in large ratio. This makes facebook most popular among individuals, so

facebook has been selected.

Table. 15 represent process compare in terms of the operating environment.

No. platform Facebook youtube Twitter LinkedIn Instagram

1. Pc ok ok ok ok ok

2. phone ok ok ok ok ok

3. tablet ok ok ok ok ok

Table. 15 operating environment

Table.15 Shows all operating systems available on all devices, whether mobile phones,

computers, tab.

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We conclude from the foregoing, that the new social network represented in the previously

can be used in the educational process. By integrating systems with some so that constitute an

integrated learning environment. Aims to distribute knowledge and connect the student with

the educational process at anytime, anywhere, no matter what the multiplicity of social

networks. Hence, it was necessary to integrate the several social network to be a provider and

supporter of the process of education, sharing and interaction of different types and forms

between students and students, between students and teacher, student ,teacher ,local and

global community This gives the power of the educational process by providing electronic

content and strengthen by all.

4.2.3 Benefits Integration new Social

The following is a presentation of the benefits of social networking a variety of means which

have been selected to be integrated with e-learning systems

• YouTube:

1. Create a private channel to the teacher or the decision and upgrade them video clips.

2. Create playlists within the channel in order to organize topics.

3. Show the students at any time and any place to videos within the channel.

4. Students learn according to own pace so he could absorption.

5. Students filled a useful educational and intellectual activity of the time.

6. Best Website in the search for information through the videos.

7. Access to the latest inventions and discoveries and experiences related lessons.

8. Possibility of students displays their projects and their performance and participation.

9. Take advantage of the model lessons for teachers outstanding.

50

• Instaqram:

1. Upload photos and video files.

2. Making effects on images and image processing range of interactions.

3. Put comments on photos and videos.

4. Works to publish photos and videos through other social networking sites such as Twitter,

Facebook, Foursquare.

5. Working to develop a tag in order to force users to view images or video publication.

•Facebook :

1. Used as a means for communication and acquaintance with the others.

2. Create private or public pages.

3. Create groups of many individuals.

4. Upload files such as pictures, video, and other files of different types.

5. The user can add any friend and be looking for any individual present on the Facebook by

his e-mail.

6. Contains a notice means the user know that a friend is welcome to site.

7. Allows adding comments on the issues raised in the arena of public and private debate.

• Twitter:

1. Used as a means for communication and acquaintance with the others.

2. Uses a tracking feature to keep track of a particular blogger on the site in order to reach

you-go blogging, and also can not follow you that by simply pressing a button on the

tracking follows.

3. Upload files such as pictures, video, and other files of different types.

4. You can go into the discussions at the site on a particular topic.

5. Send messages and this is a way to communicate with users registered.

51

•LinkedIn:

1. Strengthen ties with those in the list of contacts, in addition to that it can be used to get to

know other people and learn more about them through mutual communication.

2. Subscribers can download their curriculum vitae, arranging their profile display and

highlight their work and their experiences.

3. Can be used to create jobs, or people, or jobs advised by someone in the list of

communication.

4. Employer can put list of functions available to them and the search for potential candidates

and suited her.

5. Job seekers can review the personal files of hiring managers in companies.

6. Users can add their photos and personal view photos other users to help in identification.

7. Users can follow different companies and get those notices anything new companies.

8. You can go into discussions about work and benefit from the experiences of others in the

areas of work.

4.2.4 Choose Best The Social Network Can Be Integration.

After learning social network features, one of the social networking sites was selected,

check every properties social site. Facebook is chosen, as it is the for most famous, and it

has use diversity in features.

In this stage, we will be explains how facebook can be use in the educational process, and

how it will be integrated facebook with learning management systems.

52

4.2.5 Integration LMS With SR (LICS)

In the first step has been identified as learning management systems and how they were

integrated with course management systems, selected the properties that are available for the

success of the merger. Access to an integrated e-learning system.

The second step will study the features of learning management systems and how they can

benefit from them in the success of the integration process with the social requirements of

systems to configure the e-learning integrated system from all instruction and social aspects

that depend on cooperation and sharing system.

In this stage, study learning management systems (Moodle components) and study social

(Facebook components).

4.2.5.1 Component Learning Management System

The e-learning system Moodle consists of a set of tools, which uses these tools in the

educational process. Each of these tools has its own use in the educational process. The

Moodle system is a learning management system that contains electronic content management

tools and also a set of tools of communication and networking. The following table shows, e-

learning system components, as shown Table. 16.

53

Component learning management system

No No. No.

1. User Authentication 2. Assignment 3. Book

4. Course Enrollment 5. Attendance 6. File

7. Content Importing 8. Choice 9. Folder

10. Course Importing 11. Database 12. IMS content package

13. upcoming events 14. External Tool 15. Label

16. Newsfeeds/RSS feeds 17. Forum 18. Light box Gallery

19. My profile settings 20. Glossary 21. Page

22. Users 23. Lesson 24. Appearance

25. Courses 26. Questionnaire 27. Front page

28. Grades 29. Quiz 30. Server

31. Location 32. SCORM

package

33. Reports

34. Language 35. Survey 36. Development

37. Plug-in 38. Wiki 39. Appearance

40. Security 41. Workshop 42. Front page

43. Server 44. 45. Server

46. Reports 47. Course

categories

48. Reports

49. Development 50. Enrolled users 51. Groups

52. Course

administration

53. Last news Users

Table. 16 Component learning management system

Table.16 shows us that the e-learning system contains many components that meet the needs

of instruction in educational institutions. But it lacks the presence of shared tools and

interaction and cooperation and communication in the electronic content with the other.

4.2.5.2 Components Social Requirement

The social requirement (facebook) system consists of a set of tools, using these tools in the

interaction, cooperation, communication and the sharing of content. The facebook system is

considered one entertainment systems. The following table shows facebook system

components , as show Table. 17.

54

Component Social media

No No. No.

1. Profile 2. Wall 3. Groups

4. Favorites 5. Pokes 6. Discussion

7. News Feed 8. Status 9. Members

10. Messages 11. Gifts 12. Events

13. Events 14. Fitness 15. Photos

16. Photos 17. Publishing 18. Files

19. Pages 20. Likes 21. Discussion

22. Groups 23. Books 24. Write Post

25. Adds 26. Videos 27. Add Photo / Video

28. Games 29. Music 30. Create Poll

31. Friends 32. Sports 33. Add File

34. Chat 35. Check-Ins 36. Members

37. Developer 38. Apps 39. Members

40. Manage Apps 41. Reviews 42. Admin

43. Timeline 44. Notes 45. Photos

46. About 47. Comment 48. Photos

49. Timeline 50. Share 51. Albums

52. Tv Shows 53. Requests 54. Videos

55. Movies 56. Files 57. Description

58. Notification 59. All Files 60. Group Chats

61. Activity Log 62. Uploaded Files 63. Shared Docs

64. Block 65. 66.

Table. 17 Component Social media

Table.17 shows us that facebook has many of the ingredients that can be used in order to meet

the needs of instruction in educational institutions that the facebook system is one of

communication and interaction and sharing systems.

4.2.6 LMS Via SR (Moodle-Facebook Case Stady)

After learning about the e-learning system moodle system components and facebook social

networking, I will explain how all of the e-learning system components and social networking

system share some of those components are shown in Table. 18 shared components between

both systems:

55

SR (Facebook): LMS (Moodle) components No.

ok ok Profiles and personal pages 1.

ok ok Chat 2.

ok ok Message 3.

ok ok News feed –Last feed 4.

ok ok Events 5.

ok ok Friend -User 6.

ok ok Groups 7.

- ok course 8.

ok ok Photo 9.

ok ok File 10.

ok ok Video 11.

ok ok Roll 12.

ok ok Wall - Topic 13.

Table. 18 Common characteristics between e-learning and social networking systems

Table. 18 shows that e-learning systems and social communication contains many of the

properties, which can be combined with some of the e-learning system configuration

according to the social requirements. And take advantage of them in the learning process to

achieve the kind of integration and communication with all individuals who use those

systems. And also it can integrate third-party common characteristics to achieve maximum

benefit to the users who are dealing with systems.

4.2.7 Integration Framework of LMS and SR (LICS)

After learning about the e-learning system components, the system of social communication,

and make a comparison between the two systems, identifier what are the commonalities

shared between them. It has been reached to build a framework in which bonding mechanism

between the two systems. As determines is shown in Figure. 14, e-learning system components

and the system of social networking that achieve coherence between the two systems, which

serves the data exchange process and also to be integrated with e-learning.

56

Figure . 14 frameworks (LICS)

Figure . 14 shows the framework LICS, their mutual relationships and support for new model

(LICS). To support a two-way integration – from LMS to SN and vice versa services for

data access need to be present in both systems including the option to integrate new model

(LICS). The following is an explanation of the framework components (LICS).

Events: reminders of appointments and activities that we must implement. When the merger

will always remember these dates because they will always be with us, both when you open

the e-learning system, or in times of entertainment across social networking sites.

Calendar-event

Course

Massages

User

Profile

Last News

Chat

Participants

Video Photos file

Roll-teacher /student

Label

Page

Question

URL

E-learning management System-moodle

Event-calender-upcomming

Groupe

Massages

Friend

Profile

News feed

Chat

Member

Desiccation

Video Photos file

Roll-manger /member

Photos

Video

Question poll

Write Post

File

Social Network-facebook

57

Chat: In the e-learning system to be trapped between the student and the teacher only or

between the student and the last in the means of social communication to be with a group of

individuals, whether teachers or students, be generic.

Messages: This section is similar to the chat.

Latest News: A list containing the news from people and groups on facebook or e-learning

system, latest events include.

Profile files: through personal files can identify the name of the person, find out basic

information about it, such as race, and date of birth, and the interests and personal images in

addition to other information, is a profile entry gate to the world of the person, it is through

the main page of the profile can be seen Activity person recently, and find out who his friends

are and what are the new images placed in addition to other activities.

Course: the e-learning system is set up Course through the introduction of the name and the

article is here from the field, but most important of these fields is the material name. And then

it is handled through a set of tools that contribute to the educational process, including raising

the files, images, video, questions, plus students and teachers of the material, and the

distribution of the roles on them.

In the social media facebook group was created by the introduction of the group name and

then determine whether closed or open group. And then they are conducting a variety of

operations within the group, including essay writing, upload an image, video, distribution of

roles to members, admittance and upload files, write questions.

The similarity between the material in e-learning and the cluster in social networking with

facebook system contributes to the integration process, because the construction

compositional both systems have a similar process of building material and construction

58

group almost the same and the rest of tools that work inside the material and groups available

in the kidney systems.

The similarity between the e-learning and social networks (facebook system) and the

mechanism of action has helped in the integration of systems in accordance with the proposed

framework. The facebook system proposed integrated tools to meet the specific requirements

of the instruction process.

4.2.8 Implementation Framework (LICS).

The integration of social activities in the LMS moodle allowed access to facebook services, if

the merger is done through the unification of the database that are working on every system,

through a mechanism that works to transfer data from moodle system to facebook. This

mechanism produces, through the study of software installation each part. The Figure . 14

show parts of the frameworks can be through the merger. The frameworks new model (LICS)

works on the linkage between the two systems. The frameworks is configured through the

analysis of the moodle system process and facebook through access to programming structure

through the available work screens and the study of the work of each system or partial system

mechanism. For example, has been dealing with facebook through the study of the work of

facebook properties mechanism within the facebook system of data entry and review

remember, while in the moodle system has the analysis process by studying the work of the

special screens the system from the input processes and review of the data and study the entity

relationship diagram system-specific mechanism.

59

4.2.9 Results Analysis Of Moodle And Facebook Case Study

Event

Facebook Moodle

Event title Event title

Description Description

Date Date

Time Time

Type of event Type of event

Chat &Massages

Facebook Moodle

Send to Send to

Type of massage Type of massage

Date Date

Time Time

News feed / Last news

Facebook –News feed Moodle - Last news

name of news name of news

text of news text of news

Attachment Attachment

Date Date

Time Time

Profile

Facebook Moodle

Name Mobile phone Name Mobile phone

Username country Username country

Email Email

Password Password

Description Description

picture picture

Course / group

Facebook - group Moodle - Course

Name Name (Full Name - short name)

Members (admin-member) User (admin-teacher-student)

Privacy 1. Public: Anyone can see the group,

its members and their posts

2. Closed: Anyone can find the group

and see who's in it. Only members

can see posts.

3. Secret: Only members can find the

group and see posts.

Availability

1. Public(teacher roll): Anyone

can see the group, its members

and their posts

2. Closed(student roll): Anyone

can find the group and see who's

in it. Only members can see

posts.

3. Privet: Only members can find

the group and see posts.

Favorites Category

Tools Tools

Photos,file,video,desiccation Photos,file,video,topic

Table. 19 Group of tables Results analysis of moodle and facebook

60

Table. 19 shows the a group of tables that show similarity in construction, each of the e-

learning management system (moodle) and Social requirement facebook. As shown in Figure.

14. And five tables as show in Table. 19 represent integration relationship between learning

management system and Social requirement. Where the integration process by sending data

from learning system to Social system. Through the algorithm to be built, By the framework

described in Figure . 14.

4.2.10 The Algorithm (LICS)

1. Alg_ LICS ()

2. Mc list components in collection (M)

3. Fc list components in collection (F )

4. Cm content components in collection (M)

5. Cf content components in collection (F)

6. For each components (Mc) in collection (M)

7. If Mc == Fc

o For each content (Cm) in collection (M) //Read all content in the components moodle

If Cm == Cf // Verification the content components moodle equal content

//components facebook

Else

Add Cm to Fc //Add content components moodle to content components facebook

end if

o next content //Next content

8. end if

9. next components

10. End Alg_ LICS

Steps to apply of Algorithm (LICS):

Step 1: Take the input of LMS(Moodle) and SR(facebook).

Step 2: read the moodle components from set of components collection.

Step 3: Compared the moodle components with facebook components.

Step 4: if components moodle equal components facebook , add content components moodle

to components facebook.

Step 5: Repeat step 3 and 4, to content moodle end.

61

Chapter 5

Result and discussion

5.1 Introduction

This chapter discusses the things which were presented in the previous chapter. Results in

this research are divided into two steps: The results of the initial integration step (integration

course management system and learning management system) and results of the social

integration step (integration learning management system and social components).

5.2 Results in the Initial Integration Step

Results in the initial integration step, it obtained on new module (LIC) Working on

integration course management system and learning management system, as shown in

Figure .9 .Where he was reached by the new module (LIC) to the set of results are as follows:

When CMS and LMS work in parallel on the same data, you can automatically synchronize

and easily manage accounts, users, courses, and distribution the (course and user). There is no

need to manually input the data in two different systems. This increases the value of used the

learning management system by improving time and accuracy, as show in the result Table.20

and Figure 10,11,12.

1. Reduce the time in create educational materials within the LMS.

2. Accuracy in the creation of educational materials within the LMS.

3. Accuracy in the distribution of students and teachers on the course.

4. Configure class room inside the LMS that matches the CMS by one hundred percent.

Where include materials, sections, colleges and users (students, teachers).

The experiments are conducted in a system with configuration Intel® Core™ i7 Processor, 16

GB DDR3 Memory and 500 GB HDD. Experiments recorded the result, as show in the result

Table.20.

62

RESULT

Tasks Number of row

in DB

Time run

Manual(CSV) LIC

User data 6738 15 mints 2 second

College 15 7.30 mints 4.3 second

Department 83 41.3 mints 8.4 second

Course 808 215.4 mints/3.08H 48 second

Distribution user to course 38032 69.4 mints /1.156H 30 mints

Table.20. Result

Table.20 shows the results enter data through the new model (LIC) process has achieved

positive results, compared with the old method adopted by Excel files (CSV), where the teams

table shows the time the user and thus achieved a speed in the process of e-learning systems

processing, and accuracy .Will be computerized business more accurate business handicrafts.

The following explanation of the Table.20.

Users enter data for the system process took time estimated 2 seconds through the use of new

module(LIC) ,taken either in the old time of 15 minutes when insert 6738 user, and college

enter data for the system process took time estimated 4.3 seconds through the use of new

module(LIC) ,taken either in the old time of 7.30 minutes when insert 15 college, and

department enter data for the system process took time estimated 8.4 seconds through the use

of new module(LIC) ,taken either in the old time of 41.3 minutes when insert 83 department,

and course enter data for the system process took time estimated 48 seconds through the use

of new module(LIC) ,taken either in the old time of 215.4 minutes when insert 808 course

,and distribution user to course enter data for the system process took time estimated 30 minutes

through the use of new module(LIC) ,taken either in the old time of 69.4 minutes when insert

38032 distribution user to course.

63

5.3 Results in the Social Integration Step

Results in the social integration step, it obtained on new model (LICS) working on

integration social network components and learning management system components, as

shown in Figure .14 .Where he was reached by the new model (LICS) to the set of results are

as follows:

When SR and LMS work in parallel on the same data, you can automatically synchronize and

easily manage accounts, users, courses, and distribution the (course and user). Is no need to

manually input the data in two different systems. This increases the value of used the learning

management system and social in the same time, as show in the prototype LICS. And get on

the set of results are as follows:

1. The benefits of social networking:

Communicate with the outside world and exchange views and ideas and learn the

cultures and peoples closer distances.

Practice many activities that help to draw closer and communicate with others.

Open door was able to launch innovations and projects that meet the goals and help

the community grow.

2. The benefits of learning management system: The benefits of e-learning systems are

divided into set of sections:

Benefits for the institution (university).

Benefits for the users, there are two types' students and teachers.

Benefits for the institution (university):

1. Reduce the cost of education in the long term.

2. Facilitate the publishing process and development courses.

3. Optimal use of human and material resources.

4. Enhance the philosophy of self-education.

64

5. Overcome the bar of space and time.

6. Get effective education based on modern technology.

Benefits for the users(student):

1. Motivate students by providing new and modern means of education.

2. Provide scientific subjects for students throughout the day and all days of the week.

3. Provide the flexibility for students to choose the time and place for education,

according to suit their needs.

4. Provide the possibility for students to choose what suits him of methods and means

of diverse education.

5. Increase the cultural outcome of the student.

6. Make it easy for students to access the information required in the fastest time.

7. Flexibility and ease, students communicate with teachers and with peers material

with enriches the educational process.

8. Provide an opportunity Advance access to units of education and knowledge of the

concepts that will be presented to them before they come to lectures.

9. Help students review the concepts through modules of education and training and

questions outside lecture times.

Benefits for the users(teacher):

1. Help academic staff in the organization of the educational process by members of

the ease of preparation and follow-up of students and assign duties.

2. Provide topics more efficient and effective way through the use of woven and

interactive activities in the e-courses.

3. Provide a library of electronic courses, which contain many attractive interactive

elements that support the educational process.

4. Easy and multiple methods of evaluate student performance.

65

5.3 Prototype Implementation (LICS)

SR(facebook)

Figure . 15, Features available in the facebook groups used in the educational process by the

proposed model

Figure. 16 represents screen enter tutorials on learning management system and social

networking.

SR(facebook) LCMS(moodle)

Figure . 16, Add lecture in course (text , photo)

Figure. 17 represents screen enter member (user) on learning management system and social

networking.

66

SR(facebook) LCMS(moodle)

Figure . 17, Add member (student & teacher & others)

Figure. 18 represents screen enter event on learning management system and social

networking.

LCMS(moodle) SR(facebook)

Figure . 18 Add upcoming event

Figure. 19 represents screen enter photos on learning management system and social

networking.

67

LCMS(moodle) SR(facebook)

Figure . 19 Add photos

Figure. 20 represents screen enter file on learning management system and social

networking.

LCMS(moodle) SR(facebook)

Figure . 20 Add file

5.4 Evaluation LMS Via SR (Moodle – Facebook)

In a case study conducted at Zarqa University, students entitled the effect of using social

communication in education.

This study aimed to identify the reasons why the use of social communication and the

disclosure of the positive effects resulting from the use of social networking sites, in order to

achieve this goal. The study relied on the use of social survey method. The questionnaire was

used for data collection.

68

Where the application of research in the Zarqa University, on a sample of 520 students . The

study found a set of results:

1. Impact of social media on the use.

2. Cooperation and interaction.

3. Time of use

The study concluded the use of social communication in the educational process. As one of

the social communications and therefore the employment of modern communications

technology in the academic learning process, as show in Table.21.

Measure

Measure the impact of social media on the user

Total Average Response

659 63.5 Yes

380 36.5 No

Measure of cooperation and interaction

Total Average Response

2142 68.66667 Yes

974 31.33333 No

Measure times of use

Total Average Response

366 70% Several times a day

78 15% Once a day

3 18% Once a week

58 11% Sometimes

Measure time of use

Total Average Response

112 22% Less than 10 minutes

157 30% Between 11 and 30 minutes

108 21% Between 31 minutes and 1 hour

143 28% More than 1 hour

Table.21 results measure effect of using social communication in education

The study found that the rate (63.5) with the impact of social media on the user. And that the

percentage (36.5) is not the impact of social media on the user. And Figure 21, the impact of

social media on the students, where he was directing a number of questions Nos. Q1,Q10.

69

Where the number of answers that pointed the effect of social communication to 659 students

and the number of responses that indicate not to affect 380.

Figure . 21 impact and not impact of social media on the user

And the rate (68.66667) with the cooperation and interaction. And that the percentage

(31.33333) is not the cooperation and interaction, as show in Figure 22. The cooperation and

interaction, where he was directing a number of questions Nos. Q2,Q3,Q4,Q5,Q6,Q7. Where

the number of answers that pointed the cooperation and interaction in social communication

to 2142 students and the number of responses that indicate not to cooperation and interaction

974.

Figure . 22 cooperation and interaction and not cooperation and interaction

70

And the rate of day of use 70% several times a day, 15% one-time, 3% once a week

11% sometimes, as show in Figure 23. The day of use, where he was directing a number of

questions Nos. Q8. Where the number of answers that pointed day of use in several times to

366 students, one-time to 78 students, once a week to 3 students and sometimes to 58 students

.

Figure. 23 rate of day of use

And the rate of time of use 22% less than 10 minutes, 30% between 11-30 minutes, 21%

between 31 min -1 h, 28% more than an hour, as show in Figure 24. The time of use, where

he was directing a number of questions Nos. Q9. Where the number of answers that pointed

day of use in less than 10 minutes to 112 students, between 11-30 minutes to 157 students,

between 31 min -1 h to 108 students and more than an hour to 143 students .

Figure. 24 rate of time of use

71

Chapter 6

Conclusion and Further Work

6.1 Conclusion

In this thesis, the use of course management systems and social requirements represented

social networking with learning management systems, to create an integrated e-learning

system. The approach taken in this thesis is as following:

1. Create a first model (LIC), this model integrated courses with e-learning systems to

create an e-learning environment similar to the traditional learning environment used in

educational institutions. The LIC model achieved the following result:

1. All the studies and experimental results show that the proposed model creates

educational materials within the LMS with minimal time.

2. The experimental results show that the proposed model is more accurate in the

creation of an educational material within the LMS.

3. The proposed model shows the accuracy in the distribution of students and teachers on

the course.

4. Configure class room inside the LMS that matches the CMS by one hundred percent.

This includes materials, sections, colleges and users (students, teachers).

2. The use of e-learning system components with the social requirements in order to create a

second model (LICS). The LICS model, comes with an integration status of interaction

and cooperation in the educational process. To achieve this object we use facebook

system in the educational process side by side with the e-learning system. LICS use set of

facebook such as groups (group features), events, messages and chat. In addition, the

establishment of model runs on the exchange data between the two systems (LCMS &

SR).

72

3. Finally, we conclude thesis by developing a model. The new model is integrated,

interactive and achieved joint cooperation in the educational process. Our system achieve

their objective by using social requirements (social networks) and course management

system (traditional education).

6.2 Future Work

Some future work could be:

1- Developing a new e-learning system taking into account different fields of social

requirements.

2- Furthermore, we can extend our work to create network cooperation between the different

social network systems.

3- Expansion of the scope of the effectiveness of e-learning systems to integrate other

activities, outside the traditional academic system, is another possible future work.

4- Work on the analysis of published materials on social media and a subjected study is

another possibility, the goal of this is to detect trends in public opinion in many issues.

5- Improvement of all processes and full integration of all e-learning system operations.

6- Communication with social networking companies, in order to conclude a contract for the

activation of LICS algorithm for the exchange of information between the LMS & SR.

73

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Appendix

Appendix A: Questionnaire About The Use Of Social Media

Questionnaire measuring standards

Question number Measure No.

Q1,Q10 Measure the impact of social media on the user 1

Q2,Q3,Q4,Q5,Q6,Q7 Measure of cooperation and interaction 2

Q8,Q9 Measuring time of used 3

Measure

Measure the impact of social media on the user

Total Average Response

659 63.5 Yes

380 36.5 No

Measure of cooperation and interaction

Total Average Response

2142 68.66667 Yes

974 31.33333 No

Measure times of use

Total Average Response

366 70% Several times a day

78 15% Once a day

3 18% Once a week

58 11% Sometimes

Measure time of use

Total Average Response

112 22% Less than 10 minutes

157 30% Between 11 and 30 minutes

108 21% Between 31 minutes and 1 hour

143 28% More than 1 hour

Q1: I consider in general and social media have a positive impact in my life

Response Average Total

Yes 72% 374

No 28% 146

Q 2: Besides e-learning also use other social networks

Response Average Total

Yes 76% 397

No 24% 123

77

Q 3: I agree that teaching materials can be more useful when the introduction into

social media, rather than inside the classic E-Learning

Response Average Total

Yes 56% 291

No 44% 228

Q 4: I agree that with the relevant educational material on social media comments can

help me with my studies

Response Average Total

Yes 80% 414

No 20% 105

Q 5: I agree that social media can be useful to study

Response Average Total

Yes 71% 368

No 29% 151

Q 6:I agree that learning in groups using the means of social communication can be

more efficient:

Response Average Total

Yes 63% 328

No 37% 191

Q 7:I agree that the public have access to educational material on social media is

appropriate:

Response Average Total

Yes 66% 343

No 34% 176

Q 8:I use social media

Response Average Total

Several times a day 70% 366

Once a day 15% 78

Once a week 18% 3

Sometimes 11% 58

Q 9:On average a day I use social media

Response Average Total

Less than 10 minutes 22% 112

Between 11 and 30 minutes 30% 157

Between 31 minutes and 1 hour 21% 108

More than 1 hour 28% 143

Q 10:I am concerned about my privacy regarding the use of social media in the context

of e-learning:

Response Average Total

Yes 55% 285

No 45% 234

78

Appendix B: Interview

I interviewed five people working on the e-learning systems, the name people as following:

No. Name job address

1. Dr.maram yousef Zarqa university

2. Hazem tallozi Zarqa university

3. mohammed Abdulrahim Zarqa university

4. Ammar khalaf Zarqa university

5. Abdallah alnajar Zarqa university

The Interview questions are divided into two types:

1. The issue of the electronic processing of virtual classrooms.

2. The issue of social interaction.

The following are questions:

• How to form a traditional classroom?

• How to increase the interaction within the e-learning systems?

• How to form the electronic classroom?

79

Appendix C: Code the Implementation Algorithm (LIC)

myConnection_oracle.Open()

MessageBox.Show(Connection Opened Successfully oracle)

Dim sqlstat_oracle As String

sqlstat_oracle = select * from CMS

myCommand = New OleDbCommand(sqlstat_oracle, myConnection_oracle)

dr_oracle = myCommand.ExecuteReader()

While dr_oracle.Read()

studentid = (dr_oracle(0))

courseid = (dr_oracle(1))

courseid_short_name = (dr_oracle(1))

section = (dr_oracle(2))

startingtme = (dr_oracle(3))

If startingtme < 1600 Then

short_name = courseid_short_name + -1

groupname = section- + section

Else

short_name = courseid_short_name + -2

groupname = section- + section

End If

moodleConn_user.Open()

Dim star_user As String = SELECT id from mdl_user where

username=' & studentid & '

Dim objCommand_user As New MySqlCommand(star_user,

moodleConn_user)

reader_user = objCommand_user.ExecuteReader()

While reader_user.Read()

80

user_id = Convert.ToString(reader_user(id))

End While

reader_user.Close()

moodleConn_user.Close()

moodleConn_course.Open()

Dim star_course As String = SELECT mdl_course.id as

course_id,mdl_course.shortname,mdl_enrol.id as enrol_id ,

mdl_enrol.courseid,mdl_context.id as context_id from

mdl_enrol,mdl_course,mdl_context where mdl_course.id=mdl_enrol.courseid and

mdl_context.instanceid=mdl_course.id and mdl_context.contextlevel='50' and

mdl_course.shortname=' & short_name & '

Dim objCommand_course As New MySqlCommand(star_course,

moodleConn_course)

reader_coures = objCommand_course.ExecuteReader()

While reader_coures.Read()

course_id = Convert.ToString(reader_coures(course_id))

enrol_id = Convert.ToString(reader_coures(enrol_id))

context_id = Convert.ToString(reader_coures(context_id))

End While

reader_coures.Close()

moodleConn_course.Close()

moodleConn_context.Open()

Dim star_context As String = SELECT enrolid ,userid from

mdl_user_enrolments where userid= ' & user_id & ' and enrolid=' & enrol_id

& ' and key_student_teacher='student'

Dim objCommand_context As New MySqlCommand(star_context,

moodleConn_context)

reader_context = objCommand_context.ExecuteReader()

81

While reader_context.Read()

enrol_id1 = Convert.ToString(reader_context(enrolid))

user_id1 = Convert.ToString(reader_context(userid))

Dim update_faculty As New MySqlCommand

update_faculty.Connection = moodleConn22

update_faculty.CommandType = Data.CommandType.Text

update_faculty.CommandText = update mdl_user_enrolments

moodleConn22.Open()

update_faculty.ExecuteNonQuery()

moodleConn22.Close()

End While

If user_id <> user_id1 And enrol_id <> enrol_id1 Then

key_student_teacher = student

Dim add_user_enrolments As New MySqlCommand

add_user_enrolments.Connection = moodleConn_user_enrolments

add_user_enrolments.CommandType = Data.CommandType.Text

add_user_enrolments.CommandText = insert into

mdl_user_enrolments

moodleConn_user_enrolments.Open()

add_user_enrolments.ExecuteNonQuery()

moodleConn_user_enrolments.Close()

End If

reader_context.Close()

moodleConn_context.Close()

If user_id <> user_id1 And context_id <> context_id1 Then

roleid = 5

key_student_teacher = student

82

Dim add_user_enrolments As New MySqlCommand

add_user_enrolments.Connection = moodleConn_user_enrolments

add_user_enrolments.CommandType = Data.CommandType.Text

add_user_enrolments.CommandText = insert into

mdl_role_assignments

moodleConn_user_enrolments.Open()

add_user_enrolments.ExecuteNonQuery()

moodleConn_user_enrolments.Close()

End If

If user_id <> user_id1 And group_id <> group_id1 Then

key_student_teacher = student

Dim add_user_enrolments As New MySqlCommand

add_user_enrolments.Connection = moodleConn_user_enrolments

add_user_enrolments.CommandType = Data.CommandType.Text

add_user_enrolments.CommandText = insert into

mdl_groups_members

moodleConn_user_enrolments.Open()

add_user_enrolments.ExecuteNonQuery()

moodleConn_user_enrolments.Close()

End If

End While

dr_oracle.Close()

myConnection_oracle.Close()