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eLearning 2.0: Learning Management Systems Readiness

Conference Paper · May 2013

DOI: 10.1109/ECONF.2013.57

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 eLearning 2.0: Learning Management Systems Readiness

Mohamed E. Edrees
Computer Science Department
Information Technology Collage, University of Bahrain
Bahrain
mezzudien@[Link]

Abstract—Nowadays, internet becomes more user centered learning, including the delivery of content via electronic
allowing two-way exchange of information. People become media such as internet, audio or video, satellite broadcast,
creators of knowledge and materials instead of passive readers interactive TV, CD-ROM, and so on. However, with the
or consumers. This advancement of web technologies and its increasing development of the internet, the concept of
applications known as web 2.0. In education, the integration of eLearning has been completely and generally refer to cases
web 2.0 technologies and tools into educational and institutional which learning is done through the internet and online courses
practice is called eLearning 2.0. Researches stress on the are offered [4].
importance of implementing eLearning 2.0 in the learning
process. Universities and schools are investing substantial The integration of Web 2.0 technologies and tools into
amounts of time and money in implementing learning educational and institutional practice is called eLearning 2.0.
management systems (LMS). If not designed with eLearning 2.0 This new concept will foster the idea of placing the learner in
support in mind, the LMS can pose difficulty for instructors and the center of a more social, personal and flexible learning
students to benefit from these technologies through LMS process [5]. Researches stress on the importance of
directly. The aim of this study is to evaluate the readiness of implementing eLearning 2.0 in the learning practice [6], [7],
learning management systems to support eLearning 2.0. This [8], [9].
research reviewed the literature for the most common web 2.0
tools used in eLearning process. Six tools were identified Wikis, Universities and schools are investing substantial amounts
blogs, RSS, podcasts, bookmarking and virtual environments. of time and money in implementing learning management
Then an evaluation model was developed and applied on two systems (LMS). If not designed with eLearning 2.0 support in
respective learning management systems BlackBoard and mind, the LMS can pose difficulty for instructors and students
MOODLE. The results of readiness evaluation shows that to benefit from these technologies through LMS directly, and
MOODLE is more ready for eLearning 2.0 than BlackBoard. they have to find some workaround to do so.
Anyhow, the findings of this study provide several important
implications for learning management system research and This research aims to evaluate the readiness of learning
management. management systems to support eLearning 2.0. The following
two questions guided this study:
Keywords— eLearning 2.0, Web 2.0, Social Learning,
Learning Management System (LMS) 1. What Web 2.0 applications and tools are
commonly used in eLearning 2.0?
I. INTRODUCTION 2. How LMSs are ready for eLearning 2.0?
In early 1990’s, web technologies were used to deliver the II. WEB 2.0
information like book wise, but in different media. A few
content authors provided content to a wide range of audience Web 2.0 means a qualitative leap in web technologies that
of relatively passive readers [1]. This concept has been has made the internet more creative, participative and
changed with the advancement of web technologies in the socializing. The term Web 2.0 appeared for the first time
twenty first century. Nowadays, internet becomes more user during conference brainstorming session between O'Reilly
centered allowing two-way exchange of information. People and MediaLive International in 2004 [10]. Since that, the term
become creators of knowledge and materials instead of has been gaining considerable traction in the corporate world,
passive readers or consumers. Many applications developed to amongst developers and increasingly amongst the general
engage users in knowledge creation and enhance web public [11].
experience. This advancement of web technologies and its Web 2.0 can be defined as the collaborative web - with an
applications is known as Web 2.0. emphasis to online collaboration and sharing amongst users
Along with this advancement of web technologies, the [12]. Users are no longer passive receptors of knowledge, they
electronic learning (eLearning) has played an important role are active participators. Users can use the web to upload,
in teaching and learning, which has become more and more download, add comments, provide feedback, add tags and
popular not only in different levels of schools but also in actively engage in the creation of new knowledge [10].
various commercial or industrial companies [2]. According to Web 2.0 is not a clearly defined set of sites or tools, nor a
[3], eLearning refers to the use of electronic devices for specific website or recourses center on the Internet. We cannot
‘go to’ Web 2.0, nor subscribe to it, register or log into it. It is generation of learners who seek greater autonomy and
not a new web, with new languages or technologies, new sites, connectivity as well as opportunities for socio-experiential
new pages, etc. It is a concept used to refer to sites and learning [22].
resources or developments that have some common
characteristics. The term eLearning 2.0 now used to describe the
integration of web 2.0 technologies and tools into educational
According to [13], after revisiting the concept, the key to and institutional practice. Theorists discussed the importance
decide if a site either is or not web 2.0 is the sentence “The of using web 2.0 tools to enhance learning. According to [23],
Web is the platform”. He emphasized that, like many Web 2.0 instruments (social software) become increasingly
important concepts, Web 2.0 doesn't have a hard boundary, relevant as because they further the exchange of knowledge
but rather, a gravitational core. Web 2.0 can be visualized as a and the development of competencies in networks and beyond
set of principles and practices that tie together a veritable solar the net in an optimal way. With the emergence of various Web
system of sites that demonstrate some or all of those 2.0 applications, educators are exploring the possibilities and
principles, at a varying distance from that core [10]. opportunities that Web 2.0 technology can bring to instruction
[22]. They emphasized that, tools like blogs, wikis, media-
The technology advancements behind web 2.0 enabled sharing applications, and social networking sites can support
new applications such RSS, podcasts, scripting, wikis and
and encourage informal conversation, dialogue, collaborative
XML. These applications are used and combined to create content generation, and knowledge sharing, giving learners
new services. Some better-known examples of web 2.0 sites access to a wide range of ideas and representations. Used
include: flickr, wikipedia, linkedin, facebook, myspace and appropriately, they promise to make truly learner-centered
blogger. education a reality by promoting learner agency, autonomy,
However, what is important to recognize is that the and engagement in social networks that straddle multiple real
emergence of the Web 2.0 is not a technological revolution, it and virtual communities by reaching across physical,
is a social revolution. According to [14] and [15], today’s geographic, institutional, and organizational boundaries.
youth are the primary drivers of this emerging participatory The reviewer of the literature found many case studies and
culture, characterized by low barriers to artistic expression, universities attempt to integrate many of web 2.0 applications
the creation and sharing of content online, membership in and tools into the educational environment. Each case used
online communities, the ability to work with peers to different tools or applications. According to the literature,
accomplish tasks and the control of media circulation through wikis, blogs, RSS, podcasts, bookmarking and virtual
RSS subscriptions such as blogs, podcasts and news feeds. environments are the most common web 2.0 applications and
III. ELEARNING 2.0 tools used towards eLearning 2.0 (see Table I). Each tool will
be discussed in detail below.
The traditional context of learning is experiencing a
radical change. Teaching and learning are no longer restricted A. Wikis
to traditional classrooms [16]. Today, without much notice, The wiki name was reportedly taken from the Hawaiian
technology enhanced learning is well established at higher term “wikiwiki,” which means “fast, speedy; to hurry, hasten;
education institutes [17]. Reference [18] reported the results quick, fast, swift”. Quickness is implicit in wikis because the
of a study published by the Giga Information Group shows user can simultaneously read and edit content [24].
that the percentage of organizations using eLearning systems
in their employee training programs rose from 21% in 2002 to A wiki is a freely expandable collection of interlinked
75% in 2005. Additionally, nearly 75% of the 129 top US Web pages, a hypertext system for storing and modifying
universities used web-based learning systems in 2007. information in a database, where each page is easily edited by
Offering eLearning systems becomes one of the strategies in any user [25]. An author can plant the seed of an idea in a wiki
responding to the increased number of higher education and, if it attracts a sufficiently large body of contributors,
students to help the delivery of the course content and enhance return one week later to see how the idea grew [24].
the access of the courses and subjects by both students and In education matter, wiki can be used in many forms. In its
teachers [19]. simplest form, a wiki can be used as a one-way forum to
The influence of Web 2.0 and social software as well as present information. Yet, in its greatest capacity, a wiki can be
the rapidly evolving mobile technology are the two main used to create a knowledge base for a group of people through
driving forces for eLearning. The experience and expectations
TABLE I. WEB 2.0 TOOLS COMMONLY USED IN ELEARNING 2.0
of learners in the light of their increasing use of mobile and
Web 2.0 technologies starts to influence the way they learn, Web 2.0 tools
collaborate, and communicate [17]. According to [20] and Wikis
[21], undergraduate students are rapidly adopting these tools Blogs
RSS
in their private lives, to conncet with friends, to build social Podcasts
networks and contribute to wider internet communities. Bookmarking
Higher education institutions are discovering that new models Virtual environments
of teaching and learning are required to meet the needs of a
collaborative contributions [26]. Anyhow, the literature has E. Bookmarking
discussed the following benefits of wiki use in education: Bookmarking systems can emerge useful system
 Empowering the creation of knowledge [26], [27], [28] characteristics and information about system entries if
 Facilitating peer-to-peer learning [29], [30] sufficient number of database entries and users are available
 Enabling collaborative authoring [28], [31], [32] [6]. Bookmarking systems allow its users to enter a bookmark
relating to any kind of web resource and store it in a database.
 Developing research and other necessary skills used in
The entries (the bookmarks) can be indexed by any other user
the workplace [33]
of the system with any keyword, hence the individual entries
B. Blogs in a database are tagged. For example, the frequency of index
Blogs, short for weblogs, provide an easy-to-use tool for terms (tags) indicates the topical focus of the resource
publishing commentary or engaging others in discourse in collection. Moreover, as each source tagged by users, the
theformat of a personal Web site [34]. In simple words, it is a system can generate relevant information as to the individuals
way for distributing information and getting feedback from or groups working on the same topic in order to discover and
readers. setup virtual communities of interest.

Blogs can incorporate text, images, audio, and video. F. Virtual environments
However, a blog is significantly easier to construct and Virtual environments provide a platform in which to
maintain than a typical HTML website. Educators or students construct compelling experiences not possible within the
can use blogs without previous knowledge about HTML. material and temporal constraints of the physical world. One
of the most engaging features of virtual worlds is their ability
According to [35], the blog technology has proven to be to represent our physicality in a three-dimensional specialized
an important part of the Web 2.0 phenomenon and can play a environment. Objects can be created and manipulated within
significant role in eLearning. Educators have been the virtual world, and fully visualized locations can be created
experimenting with blog tools to improve student and teacher where individuals can interact with each other, with objects,
performance in both classroom and online learning settings. or with the environment.
Blogs can provide a convenient method for developing a
learner cohort, for fostering peer interactions, and for Virtual environments are an immersive and interactive
documenting an historical record, such as in a journal or other virtual world; all of the content is user-generated; and
observations [36]. Blogs also provide a method of collecting communication is synchronous. Through the use of in-world
student work into an electronic portfolio, with the benefit of text chat and voice chat, students and instructors can meet and
allowing students to comment and reflect on their work [37]. interact. It also supports assets commonly used in education
including static text, documents, video and audio
C. RSS presentations, and learning management systems [8].
RSS is the shorten for Really Simple Syndication. It allows
internet users to subscribe to the pure content of many Researchers find that virtual classrooms, can be used in
websites without receiving the additional ballast of layout distance education and virtual field trips to simulations of
information and without having to visit each of the sites that cities or museums allow for experiential or situated learning.
the user interested in and checking it for updates. This concept IV. METHODOLOGY
allowed users to create their personal alerting services from
different information channels and sources. The literature review conducted in this research, answered
the first research question and six tools were identified as the
In education, RSS can be used to get up-to-date most common Web 2.0 applications and tools used towards
information related to the learners’ interests such creating a eLearning 2.0 (see Table I).
journal alerts covering current publications in information
science, filtered by the search key words such “Web 2.0“ and The second research question of this study was to find how
“social software“ then immediately displayed in the learning LMSs are ready for eLearning 2.0. Therefore, an evaluation
environment. Moreover, it can be used to let learners updated model of two steps was developed in order to evaluate and rate
with any changes in the online course and the learning LMSs towards eLearning 2.0 (Fig 1). At the first step, the
environment. existence of each tool as LMS built-in tool was examined.
D. Podcasts
One of the major Web 2.0 benefits to education is Yes Ease of Use
leveraging the use of podcasts to access the lecture in audio or Tool Rate
video format [8]. Students may access and listen to course Existence Calculation
lectures or any audiovisual materials wherever and whenever No
Ease of
they want. According to the literature, students particularly Integration
favored the timing of access, because they are not limited to
only accessing course content during class time. Step 1 Step 2

FIGURE 1: Evaluation model

 TABLE II. EXAMPLES OF THE QUESTIONS USED IN STUDY TABLE III. EVALUATION RATING POINT
Variable Example Tool Ease of Ease of
Ease of use The Wiki tool in MOODLE learning management Availability Use integration
system is easy to use Yes (5 points) 5 points N/A
Ease of It is easy to integrate Virtual environments tool to No (0 points) N/A 5 points
integration BlackBoard learning management system

Then, according to the existence or absences of the tool, either A. Wikis

the ease of use or the ease of integration was examined. 1) BlackBoard: Wiki tool is supported by BlackBoard
Academic members with experience with specific LMS were system. Within the course, instructor can open a wiki for
asked to rate the tool in terms of how it easy to use if LMS course members then they can create, comment on and edit
have the tool as built in tool. On the other case, if the LMS
wiki pages. History management and version comparison of
does not have the tool as built in tool, specific LMS
administrators were asked to rate the tool in terms of how easy edited paged are supported by the system as well. User should
to integrate it to the system. The questions that were asked for handle the creation of interlinked pages manually by creating
each tool are presented in Table II. A likert scales (1-7) the pages first then manually edit the original page to link the
ranging from “Strongly disagree” to “Strongly agree” were new one.
used with all questions. Finally, rate out of 10 was calculated 2) MOODLE: MOODLE supports wiki tool too. As
for each tool. Five points assigned to the LMS at step 1 based BlackBoard, same concept applied and instructor should
on the existence or absences of the tool. The other five points open a wiki for course members before they can create,
were assigned to LMS in the step 2 of the evaluation based on comment on and edit wiki pages. Same features are available,
the path taken on step 1 (see table III). such as history management and version comparison.
Finally, the total score was calculated for each LMS to However, the creation of
indicate its eLearning 2.0 readiness according to the pages and interlinked pages are encapsulated into one-step.
evaluation model. The maximum mark for the evaluation were User can directly add the link and create new page while
60. editing page content.
The focus of eLearning 2.0 readiness testing and B. Blogs
evaluation was on evaluating the latest public version of the
respective LMS. Two LMSs were selected one commercial 1) BlackBoard: BlackBoard supports blogs in course
system, Blackboard; and one open source system MOODLE. level only. Course members can use blog tool when it enabled
A full testing environment for each system was built and latest by course instructor in one of three ways (1) anyone can add
version of each system was installed. The specific versions of blog entries and comments (2) only instructor can add blog
the systems used in this evaluation were: entries and other can comment only (3) group of course
1. BlackBoard 9.1 members can add blog entries and others can comment only.
2. MOODLE 2.4 Non-course members cannot interact with blog entries.
2) MOODLE: Blogs are supported by MOODLE but
V. RESULTS with different philosophy. MOODLE blog is a user centered
According to evaluation model and identified six tools, one. Every user has only one blog on the system where he can
both BlackBoard and MOODLE LMSs were evaluated and add blog entries. The other users of the system can comment
points (out of 60) was assigned to each system. At the first on a blog entry. Any blog entry can be associated to any
stage of the evaluation, the existence of five tools was course that the user enrolled in, if it is enabled by a course
observed for MOODLE. Only virtual environment tool was instructor. Moreover, the user can link his/her external blogs
missing from it but according to MOODLE administrators, to include external blogs entries to MOODLE blog
virtual environment can be integrated to MOODLE using automatically.
SLOODLE project. On the other hand, the absence of three
tools - RSS, bookmarking and virtual environment - was C. RSS
observed for BlackBoard. Moreover, the integration of them 1) BlackBoard: RSS is not supported by BlackBoard. As
to BlackBoard is difficult, as indicated by BlackBoard
indicated by BlackBoard administrators, allowing users to
administrators. The ease of use examination for the existing
tools indicates that the use of MOODLE tools is easier than receive RSS feeds from BlackBoard is difficult. The system
BlackBoard tools. However, overall points assigned to should support this functionality within its design and
MOODLE were 49.97 points and overall points assigned to architecture, but RSS feeds from external sources can be
BlackBoard are 32.83 points. Table IV summarizes the received into BlackBoard if BlackBoard Community module
evaluation results and the points assigned for each tool. is installed to the system.
Anyhow, following sections discuss the results in detail. 2) MOODLE: MOODLE users can receive RSS feeds
from blogs, databases, forums and glossaries tools. A user
 TABLE IV. EVALUATION RESULTS AND POINTS
BlackBoard MOODLE
Ease of Ease of
Tool Availability Ease of Use Tool Total Availability Ease of Use Tool Total
integration integration
(5) (5) (10) (5) (5) (10)
(5) (5)
Wikis Yes 5 3.57 - 8.57 Yes 5 4.28 - 9.28
Blogs Yes 5 3.57 - 8.57 Yes 5 4.28 - 9.28
RSS No 0 - 1.42 1.42 Yes 5 4.28 - 9.28
Podcasts Yes 5 4.28 - 9.28 Yes 5 4.28 - 9.28
Bookmarking No 0 - 2.14 2.14 Yes 5 3.57 - 8.57
Virtual environments No 0 - 2.85 2.85 No 0 - 4.28 4.28
LMS total (60) 32.82 49.97

should subscribe to specific tool RSS feed using any RSS BlackBoard 9. Anyhow, no update is provided for the
reader, then he/she will receive information regarding any plugin since that.
updates happening within the tool. Moreover, under the 2) MOODLE: Simulation Linked Object Oriented
management of course instructor, RSS feeds from external Dynamic Learning (SLOODLE) is the name of open
sources can be showen to course users. source project that provides the integration between
MOODLE and virtual environments Second Life and/or
D. Podcasts
OpenSim. SLOODLE is continued project and it provide
1) BlackBoard: Audio and video can be added into a up to date MOODLE version support.
course though three ways. First, audio or video file can be
uploaded to the course then the user can download it to play VI. CONCLUSION
it. Second, audio or video file can be embedded in any This research was conducted to evaluate the readiness
course content and played online using embedded player. of learning management systems to support eLearning 2.0.
The third way is to link to other audio or video repository A literature review was conducted to identify the most
on the internet like YouTube. common web 2.0 tools used in eLearning 2.0 environment.
2) MOODLE: Like BlackBoard, MOODLE supports Wikis, blogs, RSS, podcasts, bookmarking and virtual
the same three ways of audio and video sharing. environments are the six tools identified. Then an
evaluation model was developed, and two respective
E. Bookmarking learning management systems, BlackBoard and MOODLE,
1) BlackBoard: Only discussion boards entries can be were selected for evaluation. The results of readiness
tagged in BlackBoard. The tagging technique that used evaluation shows that MOODLE is more ready for
eLearning 2.0 than BlackBoard.
allowusers to group posts within the same forum only.
Therefore, in this discussion I will not consider this as a The findings of this study provide several important
support for bookmarking tool. To gain full support for implications for learning management system research and
bookmarking, external bookmarking tools should be used management. Universities can easily use the developed
to integrate bookmarking with BlackBoard as indicated by model and with its six tools items in the process of LMS
administrators. selection toward the adaption of eLearning 2.0. Learning
management system providers can use the model to
2) MOODLE: Users of MOODLE can add their tags to
evaluate their products readiness toward eLearning 2.0 and
themselves, courses and blog entries. The tags describe take necessary actions to improve their products.
users’ interests, courses and blog entries. Each tag then has Researchers can also use the study results as the foundation
its own page that shows all links, activities and entries for development of comprehensive eLearning 2.0 readiness
related to this tag as well as users tagged themselves with models, measures and theories.
that tag.
This study has several limitations, which could be
F. Virtual environments addressed in future research. First, the identified tools were
1) BlackBoard: The support for virtual environment is the common web 2.0 tools used in education. Other tools
that were used in education but not commonly used were
not provided by BlackBoard. But, there are couple of tries
not addressed. Thus, as these tools can enhance the learning
to provide the integration in the market. Open source environment, a future evaluation effort should consider
plugin is available to do such integration between these tools. The existence of the tool was the major measure
Blackboard and Second Life virtual environment. Ball of this study and tool features were not considered. Tool
State University’s Institute for Digital Intermedia Arts features can vary from system to another. One system may
developed the plugin in 2009 and it designed for have elementary basic features of a tool while the other may
have advanced features for the same tool. In this research,
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