Anal Bioanal Chem (2010) 397:893–898

DOI 10.1007/s00216-010-3587-x

ABCS OF TEACHING ANALYTICAL SCIENCE

Platforms for e-learning

Ioannis A. Kozaris

Published online: 24 March 2010

# Springer-Verlag 2010

Introduction through individual learning and group and peer interac-

tion [1]. This means that an important learning skill is
Virtual learning environments (VLEs) are increasingly communication.
becoming an important part of the strategy for delivering E-learning utilizes computers and computer networks as
online and flexible learning. Many institutions already have a channel of communication additional and complementary
VLEs in place, though relatively few are using them with to conventional channels. This communication channel
large numbers of students. Some institutions are still trying connects learners with learning media, other people, data,
to decide what type of VLE to implement. “Learning and processing power.
platform” is a generic term used to describe a range of The main use of information technologies is to create
integrated Web-based applications. These can include Web tools supporting learning activities. Those tools can be
pages, e-mail, message boards, text and videoconference, divided into two main categories. The tools created are used
shared diaries, online social areas, and assessment tools. for:
In this article we describe the different types of e-
& Learning content transmission
learning tools, what a “platform for e-learning” actually
& Communication support
does, what problems it solves, as well as the ways in
which platforms for e-learning (or elements of them) are E-learning delivers many enhancements to the teaching
used, or are planned to be used. Finally, we refer to the and learning experience; the largest impact occurs when the
technical specifications of the most important platform technology enables social and collaborative interaction
software and systems currently available, and compare where an individual person, students, or parties build
them by listing the relevant advantages and disadvantages actively their understanding [2]. There are a multitude of
of each item. e-learning tools available today. With the growth in e-
E-learning refers to learning resources derived from the learning that we are seeing now, every computer application
application of information and communication technologies that touches the Internet, and some that do not, has the
to the educational environment. potential to be an e-learning tool.
Learning is a social process involving the active A physical learning environment generally integrates
construction of new knowledge and understanding courses, resources (libraries), formal communication
(boards), informal communication (cafeteria), administra-
tion, etc. Similarly, a VLE integrates a variety of tools
supporting multiple functions: information, communication,
I. A. Kozaris (*) collaboration, learning, and management. The very idea of
Department of Chemistry, Aristotle University of Thessaloníki,
environment includes this notion of integration. Referring
University Campus,
54124 Thessaloníki, Greece to the architecture, VLEs are well-structured information
e-mail: ikozaris@[Link] spaces.
894 I.A. Kozaris

Fig. 1 Group interactions

depending on time and space Same Time Different Times
Same Place Face-to-face interaction Asynchronous interaction

Different Place Synchronous distributed interaction Asynhronous distributed

interaction

Synchronous and asynchronous communication asynchronous communication, causing motivation reduction

for learning. Students do not receive instant feedback from
Ellis et al. [3] categorized group interactions according to their questions and cannot talk in real time about results
time and space (Fig. 1). Generally, communication tech- obtained in the learning activities [7].
nologies can provide place-independent communication
and time-independent communication.
Synchronous communication tools are used in same Videoconferencing as a synchronous communication
time/different place situations when participants are located tool
in (at least two) different places, and communicate via
computers using chat rooms or desktop video and Web Simultaneous collaboration mainly uses the Internet for
conferences in real time. Using synchronous communica- communication with participants as if they were in the same
tion tools, students can share data and views through the room. The main tool used for the implementation of
Internet in real-time like a face-to-face interaction without synchronous (simultaneous) communication is videocon-
feeling isolated [4]. Common synchronous communication ferencing (Fig. 2). With this technology, two or more
tools are videoconference and Web conference, where users people at different locations can see and hear each other at
receive a response within seconds or minutes. One of the the same time, sometimes even sharing computer applica-
challenges to communication technology is how to make tions for collaboration. A complete videoconferencing
distributed interactions as effective as face-to-face inter- system provides two-way (send and receive) communica-
actions, since the creation of mutual understanding or tions using the following media:
shared values and goals are hard to produce in a distant
1. Video
environment. A remote interaction supported by appropriate
technology, which will allow students to have access to (a) Inputs from TV camera, document camera, cable
other relevant information without interrupting the interac- TV, VCR, streaming video
tion flow, should be the solution to the challenge. (b) Outputs to TV monitor, color projector, PC monitor
An asynchronous communication tool is used in different 2. Voice
time/different place situations and refers to dispersed teams (a) Inputs from microphone, VCR
that rarely meet face-to-face, and conduct all their work (b) Outputs to speakers, headphones and interpretation
through computer-mediated communication systems that 3. Data
provide a combination of database, e-mail, and forum
capabilities. Examples of asynchronous communication tools (a) Inputs from keyboard, PC hard drives, network
are learning management systems (LMSs), forums, e-mail, and (b) Outputs to PC monitor, printer, local/network hard
prerecorded lectures. Asynchronous communication is very drives
different from face-to-face communication and allows learners
to exchange data and views in their own time and space.
Students may or may not have access remotely to Web-based
course material. E-mail was originally designed for supporting
asynchronous communication. This type of collaboration
offers some advantages. Firstly, learners are not pressed to
react in a short period of time and, secondly, they can organize
their messages by “branching” them around themes [5].
Problems for asynchronous communication will be raised
when we expect two or more group members coming from
different countries or having different background knowledge
and/or who have not previously worked together to work on a
common task electronically [6]. Additionally, feelings of
isolation are usually common for students who participate in Fig. 2 Example of a videoconferencing room
Platforms for e-learning 895

4. Telematics LMSs provide an infrastructure platform through which

learning content is delivered and managed. Content
(a) Inputs from keyboard commands
management becomes a main issue for all teachers involved
(b) Outputs to remote camera control, etc.
in VLEs, and it has been adopted by numerous universities
Some of the advantages of videoconferencing are that: to enable teachers to have a flexible VLE to deliver online
& It allows immediate, real-time interaction and promotes quizzes or courses in addition to standard classes.
collaborative learning. Most students are familiar with Web-based tools, which
& It allows all participants to see and hear each other. are attractive alternatives for collecting information, and
& It can display pictures, graphs, maps, small objects, etc. university teachers are increasingly encouraged to use e-
or play a video tape. learning techniques to enrich the educational experience
& It can demonstrate a piece of equipment or technique. and to expand the learning environments available to
& With desktop systems you can share computer files and students. Students construct and show their knowledge
work collaboratively. using the media with which they feel most comfortable [8].
Thus, students can learn through the VLSs in a practical
But also there are disadvantages, such as: way and become aware of physical phenomena that are
& A specialist is needed for the equipment. difficult to explain from a theoretical point of view. Their
& It needs a high level of instructor planning. role as learning mediators is essential to improve the
& It restricts room layout, instructor movement, and educational experience. These mediators are especially
student seating. useful in the field of science education, where the lecture
material comes from predetermined texts, giving students
The most significant distinction among videoconferenc- little incentive to attend and participate in class. In the
ing systems is the method of transmission. Transmission is laboratory sessions, students are lost as they struggle to
important because two systems cannot connect if they are combine technical and scientific concepts and principles,
using different transmission methods. which tend to be incomprehensible, or detached from real-
The more popular transmission methods are: world contexts. As a result, students do not have the
& H.320—narrowband over ISDN (digital telephone circuits) opportunity to critically think through the issues and
& H.323–narrowband over IP networks, developed since 1996 arguments presented in class. Consequently, students have
the feeling that the most important step in mastering the
Videoconferencing over ISDN is widely used in all material is memorizing large amounts of scientific infor-
domains, whereas in 2004 IP became the most common mation from chunks of seemingly unrelated examples [9].
network used for hosting videoconference calls (Fig. 3). The LMS takes learning content and organizes it in a
standard way, as a course divided into modules and lessons,
supported with quizzes, tests, and discussions, and in many
Learning management systems systems today, integrated into the institution’s student
information system.
The dominant learning technology employed today is a Typically, an LMS is Internet-based software that
type of system that organizes and delivers online courses. supports mainly four distinguished capabilities important
The basic unit of organization of distributed resources and for teaching and learning:
other kinds of offerings in academic institutions everywhere
is the course. 1. Deliver content (HTML pages, PDF files, video
lectures, PowerPoint presentations, embedded anima-
tions or simulations, etc.)
2. Communication between learners and learners and/or
learners and teachers (synchronous and asynchronous
communication)
3. Assessment (online quizzes, assignments)
4. Manages, records, tracks, and reports on the interaction
between the learner and the content, and the learner and
the instructor.
Course management systems (CMSs)/LMS include
applications such as Blackboard and Moodle that create a
Fig. 3 ISDN to IP transition for group video calls. (Data from shell in which instructors can organize the content of the
Wainhouse Research) instruction. These CMS/LMS applications can be quite robust
896 I.A. Kozaris

by integrating with many different types of applications, more time using both asynchronous (forums) and synchro-
including virtual worlds, simulations, assessment engines, nous (chats) tools.
competency management tools, content repositories, reporting
services, discussion boards, classroom management tools, Implementation of learning management systems
intelligent tutoring systems, performance support systems,
knowledge management systems, and document management Moodle (Fig. 4), originally an acronym for Modular Object-
systems. Many LMSs provide extensibility interfaces. Oriented Dynamic Learning Environment, is a free, open
Specifically, these management systems provide a source software platform for the implementation of a CMS
means of organizing supported learning environments designed using sound pedagogical principles, to help educators
by allowing instructors to automate and provide infor- create effective online learning communities. You can down-
mation on selective portions of course materials, such as load it (from [Link] and use it on any
online learning modules and simulations. Additionally, computer you have handy (including Web hosts), and it can
they record the time that the students spend in an online scale from a single-teacher site to a 50,000-student university.
quiz, the number of students viewing a course, and other Martin Dougiamas, a WebCT administrator at Curtin University,
useful statistical data [9–12]. Thus, by using an LMS, in Perth, Western Australia, was the original creator of Moodle.
students have access to the educational material whenever Moodle tools focus on:
and wherever they want and teachers can track the time
& Content delivery for course information
that students spend viewing online course material and in
& Intended use being for group work, collaboration,
online quizzes.
communication, sharing, activities, and critical reflec-
Additionally, from a pedagogical point of view, teachers
tion, a collaborative type of learning
have the opportunity to create online learning communities,
& Being open source (free)
where students and teachers can participate actively in the
& Everyone actually being able to participate in Moodle
learning process and collaborate in groups. These collabo-
development
rative activities often promote metacognitive processes such
as reflection, self-explanation, self-regulation, problem The Blackboard Learning System (Fig. 5) or WebCT
solving strategies, and validation [13, 14]. This platform (Course Tools), acquired by Blackboard, is another plat-
increases the student–faculty contact time since a student is form which allows instructors to post course information
in contact with his peers and with the learning subjects for and course materials, readings, and assignments and

Fig. 4 Moodle initial interface

Platforms for e-learning 897

Fig. 5 Blackboard initial interface

provides functionality for basic discussion and other Summary

collaborative tools (from Blackboard). It is:
We assert in this paper that e-learning platforms have come of
& Designed for teacher-directed/centered delivery of content
age. They are not only well accepted, but they also are
& Especially geared for lower-level courses, large classes
& Proprietary, and has a vast user base Table 2 Differences in key features of moodle and blackboard
& Based on a licensing fee
Feature Moodle Blackboard
These two systems are on the same level with a large
number of similarities; but there are also some key Bandwidth All features work on Bandwidth hog, may
differences, as presented in Tables 1 and 2. dial-up time out
Learning Can use without manual Not as intuitive, many
curve or training. Provides components need to be
Table 1 Similarities between moodle and blackboard excellent, easy-to-use configured initially.
“help” Web site “Help” Web site
Student enrollment in courses Monitoring student complicated
participation
Discussion Photos, nested threads See posts at one time,
not nested
Restricted access Drop box
Tools Blog, wiki, journal, Whiteboard
Customization Course calendar
glossary, workshop
Uploading files (e.g., Word documents, Grades Cost Free Fee
PowerPoint, audio files)
Customization Open source, so can Need to request change
Linking to external Web sites Quizzes, tests
change locally from WebCT (may not
Zip course and provide on CD to students Copy course over happen)
from semester
User statistics Chart comparing Time student spent on
Discussion forum Customized template students; number of each page
Synchronous chat visits per page
898 I.A. Kozaris

affordable, easy to use, and are becoming expected, especially 6. Järvelä S, Häkkinen P, Arvaja M, Leinonen P (2004) In: Strijbos
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by students who have grown up immersed in the flexibility of
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12. Ngai EWT, Poon JKL, Chan YHC (2007) Comput Educat 48
computer cluster the teacher has face-to-face interactions (2):250–267
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Moodle support communication components that enable 14. Goos M, Galbraith P, Renshaw P (2002) Educ Stud Math 49
both asynchronous and synchronous information exchange (2):193–223
and online discussion. These platforms allow the manage-
ment of content, students, and teachers and offer a large
variety of resources and activities, such as quizzes and
workshops. In both cases, the teacher can manage a high
number of learners, reduce the laboratory cost, give students
time to process any new information by making connections
with their previous knowledge, and improve student perfor- Ioannis Kozaris is a senior
researcher in the Department of
mance in collaborative situations. Chemistry, Aristotle University
of Thessaloníki. He has com-
pleted graduate studies in chem-
istry (AUTh), has an [Link].
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