Instant e-Teaching Framework Model for Live Online Teaching

IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 84 Instant e-T eaching Framework Model for Live Online T eaching Suhailan Safei 1 , Mat Atar Mat Amin 2 , Ahmad Nazari Mohd Rose 3 and Mohd Nordin Abdul Rahman 4 Faculty of Informatics, Universiti Sultan Zainal Abidin, Gong Badak Campus, 21300 Kuala Terengganu, Terengganu, Malaysia Abstract Instant e-Teaching is a new con cept that supplements e-Teaching and e-Learning environment in providing a full and comprehensive modern education styles. The e-Learning technology depicts the concept of enabling self-learning among students on a certain subject using online reference and materials. While the instant e-teaching requires ‘face-to-face’ characteristic between teacher and student to simultaneously execute actions and gain instant responses. The word instant enhances the e- Teaching with the concept of r eal time teaching. The challenge to exercise online and instant teaching is not just m erely relying on the technologies and system efficiency, but it needs to satisfy the usability and friendliness of the system as to replicate the traditional class environment during the deliveries of the class. For this purpose, an instant e-Teaching framework is been developed that will emulate a dedicated virtual classroom, and primarily designed for sy nchronous and live sharing of current teaching notes. The model has been demons trated using a teaching Arabic recitation prototype and evaluated from the professional user profession’s perspectives. Keywords: e-learning, active le arning , distance learning adult learning, architectures for educational technology system, cooperative/collaborative learning, distance education and tele- learning, interactive learning environments. 1. Introduction Special courses for the public to eit her upgrade their skills or acquire new knowledge are currently been offered at most academic institutions. However, the diverse background of students int erested in learning the offered courses by academic institutions has become a major hindrance for stud ents to enroll themselves into those courses. It has become m ore complicated for the students who already have a career in their life, to attend those offered courses as a full-time basis. The main issue of this group of students is the period of thei r available time to attend those offered courses. Therefore to schedule for a fix time table that could cater the various free times of different students is alm ost im possible. It would therefore be more logical for them to be enrolled in th is system of e- teaching whereby learning a nd teaching can be conducted at their own free tim e. By doing so, it woul d free them for disrupting their normal chores, since the e-teaching can be conducted outside their working t ime. Besi des that, other factors such as the students’ mobility will also make it difficult for the students to be continuously present in the classroom session. The mobility factor may be due to their work or health factors wh ich will hinder them from attending the normal class consistently . As such, by enrolling into a distance learning p rogram, their mobility elusiveness would not curtail them from l earning the required skills. [1] has suggested that there are three uses of informati on and communication t echnology (ICT) in a distance learning course. The first one is to make use of ICT is to support a resource-based learning approach where the students are given a wide choice of learning material s. Secondly, the use of IC T is to allow students to participate in virtual co mmunication. Lastly, the third use of ICT is to promot e an active approach to learning. It is therefore our intenti on here in this paper to highli ght the integration of ICT t echnologies into our proposed m odel of Instant e-Teaching. Distance learning courses or com monly known as e- learning, uses web technology as their m ain tool for their application. Such technology provides convenient ways to share resource-based learning m aterials am ongst the users. Web-based communication sy stems have been widely advocated as tools for col laboration that can support self- explanation, social negoti ation, and shared knowledge construction am ong participants [2]. Virtual communication enables users to instantly b e in comm unication with each ot her via text, image, audio IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 85 and video. Such features are comm only supported as Instant Messaging (IM) tools. IM actually refers to real time application software th at enables electronic live comm unication am ong users using text, im age, video and audio. Among the popular IMs are Yahoo M essenger, Skype, Windows Live Messenger, and AOL Messenger. This application concept can be used in distance learni ng to enable students or teacher s to participate in virtual communication. It enhances real time teaching and discussion through live video/ audio conference, instant comm and instructions and synchronous knowl edge contents sharing. Although there has been widespread use of web based e- learning applications for di stance and classroom learni ng [3], yet little has been done to critically examine their usability [4]. Usability must be thoroughly examined and used in m aking sure that students do their st udies with lots of ease of learning. Therefore in suggest ing the e-learning, it will also help to supplemen t it with face-to-face teaching and active learning as a tool for instruction [5]. Active learning which requires selec tion of appropriate teaching approaches such as peer teach ing, will definitely help students to devel op in-depth understanding and expertis e on the subjects taught. [6]. 2. E-Learning And E-Teaching According to [7], e-learning, i s defined as learning and teaching online through ne twork technologies. For e- learning initiatives to be succe ssful, it has to either be based upon asynchronous or synchronous comm unication. Conventionally , Web-based communication has relied more on asynchronous, time-delay ed system s as opposed to synchronous conferencing syst ems which have often played a supplem entary role of socializi ng or virtual office hours in online courses [8]. By taking advantages of the technology available, one can now access e-services through various means of technology, such as desktop com puter or laptop, PDAs or cellular phones. For e-learning st udents to be involved in the e-learning courses they must be connected via technologies like PSTN or ISDN li nes, or DSL or cable modem s or from vicini ty that enjoy s broadband connectivity. W ith such varied pro cess capabilities supported by different devices, it will create heterogeneity of client capabilities and increase the number of accessing methods [9] . The increase of bandwid th capabilities have led to the growing popularity of synchronous e-l earning [10]. Synchronous e-learning or also referred in this articl e as e- Teaching, commonly supported by m edia such as videoconferencing and chat, has t he potential to support e- learners in the develop ment of learning communities. Learners and teachers experience real time environment in synchronous e-learning has more social support such as has express companionship, em otional support and can eliminate emotional distraction. In offering e-learning facilities to prospective students, there are major factors that need to be considered so that e-learnin g that is been o ffered will become a success. As [11] has stated that some systems offer e- learning service has been successful in adapting accordingly to iden tify abilities, learning attitudes and preferred ways of study. [12] has also highlighted t hat most em ployed content and e-learni ng provision platforms are not flexibl e enough to dynamical ly meet vary ing user needs and connection characteris tics. According to [12], while even the more sophisti cated ones which usually support either personalization of content according to user profile or emphasize user-servi ce vicinity factor, but are still lacking in taking into account all the param eters and factors that mi ght differentiate a session from another session. There are several problems pertaining t o implem enting e-learning but two issues stand out from the rest. The first is that the cour se material used in e-learning sometim es is unattracti ve and uncompelling. Secondly, is the lack of availability for pedagogies in e-learning. The pedagogies refers to the ‘t eachers' teaching the various chapters of a course via the e-learning process. These two issues are related to each other as well. What is perhaps surprising is that a v ery limited attention is being paid to the issue of pedagogies required for e-learning. There are also many crite ria that need to be considered while evaluating the e-learning course. The two most im portant crit eria for evaluating applicat ion and quality in eLearning are that it should ‘Function technically without problem s across all users' and have ‘clearly expli cit pedagogical design pri nciples appropriate to learner type, needs and context'. A lot of researches that has been conducted in inde ntifying the efficacy of the process and effective e-Learning, has indicated that online communities m ust be build to collect knowledge together as they work on interesting and realistic project s and problems that we com e across in the life. Even to learn the robust "soft skills" (such as negotiation or sales techniques, leadership) people must compile and buil d upon their existing knowledge by usi ng the new knowledge in various ways. IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 86 Teaching approaches also need to be constantly refreshed and paid attentio n to. If less focus is paid on teaching approaches or pedagogi es in the online learning, it may lead to inactive learni ng styles. According to [13], main charact eristics for com puter technology to reproduce the teaching environment, it must possess an environment that will enable learner to be active, rich with the essential properties of what has to be learned, content should be structured and should not be com plex, and should provide comm unication system for the knowledge to be presented. This essential element can be virt ually setup using current technologies related t o teleconferencing tool s and broadband network infrastru cture. Based on teaching environment proposed by Schneider, the m ain components that are involved in the environm ent can be concluded as consisting of three main com ponents; teacher and students, knowledge/teaching materials and com munication system as shown in Figure 1. In this case, e-Teaching tool requires functionalities to support all of these components to be interactive and communicable as described in the proposed framework. Fig. 1. Teaching environment Additionally, [14] has also stressed that there other elements such as planning and designi ng of the structure, process, interaction and evaluation aspects of an onl ine course must also be looked into. Som e ac tivities within this category mi ght include developing curriculum materials such as creating pr esentations and lecture notes on the course site, and providing audio/ video mini-lect ures, offering a mix of indivi dual and group activities along with a clear schedule for their com pletion, and providi ng guidelines on how to use the m edium effectivel y. In creating a conducive and su ccessful e-learning mode, e- learning must be able to provide ways for teachers to engage actively with student s in supporting active learning either in offl ine and online m ode. It also should provide facilities in creating online communities. Therefore synchronous or two ways comm unication should be i n place for online collaboration in order to really fulfill the requirement of act ive learning in the e-learning. Instant e- Teaching term emphasizes the im plementation of e- learning tool as important me dium for teachers to help student actively and effec tively in their learning. 3. Framework of Instant E-Teaching Instant e-Teaching framework proposes a solution for a generic e-Teaching tool that will enable live teaching session to be executed online. The framework m odel is designed to inclu de some quality of software metrics as defined in ISO 9126. It consists of the internal and external attributes of e-Teaching tool such as usability (external) and effici ency (internal) of e-Teaching system. The term “usability” refers to a set of multiple concepts, such as execution time, perform ance, user satisfaction and ease of learning (“learnability”), taken togeth er [15]. Instant Messaging system such as Skype, Yahoo Messenger, Windows Live Messenger, AOL Messenger and other sim ilar system have become very popular among all internet users. For exampl e, registered users for Skype tool until 2010 is 560 million users [16], Windows Live Messenger until 2009 is 330 million users [17], and Yahoo Messenger until 2008 is 248 million users [18]. The figures show a h igh usability system indicator from the user’s perspective. Thus, this framework expl oits the instant messaging functio nalities to be embedded into e- Teaching tool in order to gain high usability of the system. 3.1 Functionalities The framework defines basi c functionalities that should exist in the e-teaching environm ent. It m ainly inherits the basic components from instant m essaging such as text message, voice over IP, user list and presence status. It is also enriched with additi onal features in order to support teaching such as live page and pointer sharing, and navigation or com mand control . Table 1 summ arizes the components which represents the educati onal setup required for an effectiv e teaching environment. Table 1. e-Teaching Environment Teaching Environment e-Teaching Environment Teacher/Student User list & presence status Comm unication System Text message, voice over IP Knowledge Material Page / Pointer Sharing, Navigation/Comm and control a) User list & presence status Teacher and students can be vi rtually presented using an iconic user list (Figure 2) to show their presence. The presence status is based on event of user logi n or logout activity. If a u ser login to the system, his icon will be IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 87 displayed in full colou r. Otherwise, his icon will be o nly displayed in grey. Presence stat us is also used to n otify whether the stu dent is active or in active (idle) in the virtual classroom . If user did not m ake any i nteraction with the comput er such as no mouse m ovement or keystroke within 5 minutes, system will notify the status of the user as idle in th e user list. Fig. 2. User list and public text me ssage b) Text Message and Voice Over IP In order to communicate with each other, public text m essage board is provided. This instant text message can be used during the online session by all students and teacher. Voice over IP comm unication is accessible on one to one session when a teacher i nvites a student to join his private virtual classroom . c) Page/pointer Sharing and Navigat ion Control In private virtual cla ssroom, both teacher and student will be accessing simila r knowledge m aterial page display wit h a live updated cursor pointer from both parties as shown in Figure 3. Teacher can alter the content page to be shown on both display s. Fig. 3. Voice virtual room In term of “efficiency” of the framework m odel, it depends on the sub metric s of time and resource behavior. However, these sub metrics are debatable because it varies with the influences of soft ware and hardware environment. Timing behavior i s also varies with the speed of underlying system layers and also can be considered as resource behavior. Thus, instead of discussing on the ti me and resource behavior, [19] sugge sted to define “task” in the context of the applicat ion and should som ehow correspond to typical tasks of the system s. Our framework model defi nes the arrangement of server and client tasks in Instant e-Teaching to ensure efficiency of the system. 3.2 Task Architecture The framework defines several tasks in e-Teaching. Tasks are categorized as server’s and client’s tasks. Example of tasks are comm and handler, live e-Teaching session handler, file data m anager and GUI handler. a) Server Architecture This system is running under cli ent-server mode architecture. Figure 4 shows the t hree main com ponents used in server application. IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 88 Fig. 4. Server com ponents i) Server Comm and Handler. This handler is the m ain thread component that provides act ions and communication to the connected clients. Each client will be assigned with a dedicated private com mand handler and share a main public comma nd handler. Client can request actions such as authorizing user authentication, posting public/private text m essage, reading and list ing knowledge material s using the private comm and handler. While t he shared public comm and handl er enables server to comm unicate with the connected client s such as updating other client’s status, sendi ng alert to partic ipate in e- Teaching session and broadcas ting text messages received from other client. Server Comma nd Handler will comm unicate with Server Data M anager component in order to response to the client request such as uploading knowledge ma terial to the client. If client request s for live e-Teaching session, this module will: - • Create a dedicated thread called as Server Live Session Handler to provide a one-to-one voice over IP and live information sharing between two respective clients. This handler will b e automatically deleted when the session ended by the clients • Interact with Server Data Manager to get current personalize knowledge m aterial page for the client and post the page (in image format) between the clients. ii) Server Live Session Handler. This handler creates dedicated voice comm unication connecti on at server side that links two respective clien ts. Live session hand ler will also interact with server command handler t o request posting of knowledge m aterial page to bot h clients. Thus client will get same page disp lay while communicating using voice over IP. It also enables shari ng live update of current mouse pointer on t he page of the two clients. The mouse pointer i s continuously point ed by clients to show where the clie nt is pointing to in t he page and updated to both parties on every second. iii) Server Data Manager. This handler manages all the requests from com mand handl er to read, write, update or delete user inform ation in database and fil es in knowledge material repository. This thread m anages concurrency access requested from Server Com mand Handler. It also enhances the reliability of the Server Command Handler by separating the Data M anager thread in handling secondary storage in term of speed and file size transfer. b) Client Architecture Figure 5 shows the four mai n components involved in the server application; C lient Com mand Handler, Client Live Session Handler, GUI Manager and Clie nt Data Manager. Fig. 5. Client’s com ponents i) Client Comm and Handler. This com mand handl er is main com munication t hread that creates synchronous link between client and server. It enables client to post action s to the public Server Command Handler and receives responses from server. It will also listen to the private Server Comm and Handler for any pushing content coming from server such as receivi ng other client public text messages. If this com ponent receives knowledge material page (file) from server, it will comm unicate with Client Data Manager to check whethe r the file is already cached in the client local storage be fore proceed to receive and store the file locally. This component will interact with GUI manager to display what ever inform ation received from server and execute sp ecific actions required from server such as popup of voice virtual classroom window. ii) Client Live Session Handler. This handler creat es a voice comm unication connection at cl ient side that links t o the server. Current cursor coo rdinate will be also submitted to the server to be updated to the other client. It will pass information of the cursor p ointer location fro m the other client and the current selected knowledge materi al page information t o GUI Manager. iii) GUI Manager. This com ponent will display all the information received from the other three client components to it s own windows as described below: - IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 89 • Client Live Session Handler - cursor coordinates in the voice virtual classroom wi ndow and selected knowledge mat erial page. • Cli ent Comm and Handler – user list, user stat us, and text me ssages in the public text m essages window • Client Data M anager - selected knowledge materi al file in the voice vi rtual classroom wi ndow. This file is sent to GUI Ma nager after it has requested the page content based on the knowl edge materi al page information given by Client Live Session Handler. iv) Client Data M anager. This handler m anages all the knowledge material files received from server when the Client Live Session Handler gets started. It will store the files into local storage at th e client side and can reject from receiving file from server if th e file is already up-to-date. Meanwhile, this component will pass the file contents to GUI Manager to be displaye d after receiving request from GUI Manager. 4. Experiment The prototype of Instant e-Teaching framework has been tested with 30 correspondents wi th IT background, who act as students during the session. Each student need to sit for a 10 minute teachi ng and learning session with a lecturer using the tool. Al l students are required to login to the system and get interact each other using public text messages chat room. A student will be called one b y one to start a teaching and lear ning session with a dedicated teacher online. An image page containing the content of the current knowledge material is popup to the student screen after the teacher invite d the student. Teacher starts to communicate and teach th e student via voice over IP and use the pointer to show which part of t he image is been referred to. Student is able to response instant ly with the teacher via the same voice over IP tunnel and can also point his pointer to be show n at teacher’s screen. The student will get some explanation s and generate discussio n with the teacher based on the image notes shown on screen. After 10 minutes experience using the too l, student will have to answer questionnaires. 4.1 Result Overall, usability of the tool in e-teaching for adult is given positive comments. 87% of users have remarked that the tool has save lot of time in accessing learning material and engaging face to face lectures. They can easily learn directly from an instructor by asking questions that might need more explanation. Emotional di straction in learning was also elimi nated as student can privately attend the course lectures in virtual environm ent. Em otional distract ion here refers to a feeling of uneasiness and ashame d of doing mistakes with peers realizing the doer making those m istakes. There were 90% of users have concurred that they are no longer distracted from emotional fact ors when using the prototype. Although names have appeared in the gl obal user list of the on line communities, students feel comfortable because they were sitting at their own physical room and no one is focusing on his/her act ion in that virtual classroom . Meanwhile, 90% of users claimed that the use of ICT elements in the prototype is v ery helpful in executing th e e-Teaching. The use of voice ove r IP really helped student to communicate with teacher to gain synchronous and instant responses. Active engagem ent was created among them enabling live teaching and learning process to be executed. Although som e of the participants fel t the both side of live cursor pointer quit e confusing, but eventually they found that the pointer is really assisting t hem to support voice comma nd in teaching and learning environment. A majority of users were able to complete the learning session in 10 m inutes without any problem s although they having never seen and used the program before. And most of them were actively comm unicate among themselves via instant public chatting without any prior instruction or tut orial given. They agreed that the tool did annotat e the real teaching environment and can replace the traditional classroom. This is a good indication of a highly intuitive interface and speaks highly of the software’s potential as an educational tool. It is al so encouraging that almost all participants repor ted that the tool is suitab le to be used in teaching other common lectur e. Other examples of comm on lectures are languages practices, reli gious sermon, theoretical and term s discussion, and laws subject. 4.2 Discussion This framework focuses in creating a working model of e-Teaching tool by c onsidering the usability and efficiency of the systems. In order to satisfy th e usability and friendliness of the e-T eaching tool, all the actions must be designed to be simp le and fast access. Simplicity can be achieved by mi nimizing procedural st eps and fast access by including automated procedures. One of the examples that reali ze the principles is the knowl edge material repository which is used to enable teacher to upload notes without m ush hassle. While in a live session of e-Teaching, teacher can just upload an image file and it IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 90 will automatically appear as teaching page with the student. At the same time the file will be stored in the knowledge mate rial repository as students’ references. Using voice communication, it will beco me the m ost immediate, effective and easy tool to execute teaching and learning supporting the page notes. Meanwhile , instant text message feature enables students t o get instant responses among themselves and also teacher. Most of teleconferences or instant messaging systems that apply live and real time communication elem ents involving text, image, voice, vi deo or desktop sharing will experience some perform ance issues. Such common issues are reliability and availability issu e. These include system responses delay, crash, hang and unresponsive sy stem. Thus designing such system that involves com ponents used in e-Teaching tool requires a very experience programm er. Through the framework, dedicated components are used to solv e system reliability. Threads are used to handle concurrent actions and also to avoid system to be totally crashed. For example, if the system crashed at the client data m anager component due to network data loss, user can still communicate each other via voice or text m essages in the client live session handler or client com mand handler com ponents. At the sam e time, it also increases the availability of the system. 5. Conclusions E-learning tools have been widely implem ented in academic institution in providing easy long life access and self-learning system for students. However, instead of focusing on the online learning (e-Learning) which does not easily prom ote an activ e learning, an instant e- Teaching model was highlight ed here as usable and efficient in supporting distance l earning course. Functionalities that enable su ch peer teaching to provoke active learning are recommended in the fram ework. Meanwhile, the efficiency of the framework was elaborated by assigning tasks as generi c and specific custodian in executing all the functions needed in online teaching. Acknowledgments This research project was funded by Universiti Sultan Zainal Abidin, Malaysi a since 2008 has led to the realization of modeli ng generic tool for usable and efficient online teaching environment. References [1] Kear, K., Williams, J., Seaton, R., & Einon, G.(2004). Using information and om munication t echnology in a modular distance learning course. European Journal of Engineer ing Education, 29(1),17-25 [2] Bonk, C. J., & King, K. S. (1998). Com puter conferencing and collaborative writing tools: Star ting a dialogue about student dialogue. In C. J. Bonk & K., S. King ( Eds.), Electronic collaborators: Learner-centere d technologies for literacy, apprenticeship, and discourse (pp.3-23). Mahwah, NJ: Lawrence Erlbaum Associates [3] Vrasidas, C. 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(2008). “Perfor mance-Related Metr ics in the ISO 9126 Standard.” In Dependability Metric s, by F.C.Freili ng, R.Reussners (Eds) I.Eusgled, 204-206. Berlin: Springer Berlin / Heidelberg IJCSI International Journal of Com puter Science Issues, Vol. 8, Issue 2, Ma rch 2011 ISSN (Online): 1694-0814 www.IJCSI.org 91 Suhailan Safei is currently working as Deputy Dean, Faculty of Informatics, Universiti Sultan Zainal Abidin, Malaysia. He has 3 years of teaching experience and 7 y ears of working in real time software development. He has obtained his B.Sc. in Computer Science and M.Sc. Computer Sc ience (Real Time Software Engineering) from Universi ti Teknologi Malaysia. Mat At ar Mat Amin is currently working as Head of Department, Faculty of Informatics, Universiti Sultan Zainal Abidin, Malaysia. He has 14 years of teaching experience and 3 years working experience in University’s Research Management Center. Ahmad Nazari Mohd Rose is currently w orking as a senior lecturer, Faculty of Informatics, Universiti Sultan Z ainal Abidin, Malaysia. He has 20 years of teaching experience and working experience in Shell oil company. Mohd Nordin Abdul Rahman is currently working as Associate Prof. and Dean of Faculty of Informatics, Universiti Sultan Zainal Abidin, Malaysia. He has more than 15 years of teaching and has published numbers of papers in referred international journals.