Workflow-based e-Learning Platform

Jianming Yong
Department of information Systems
Faculty of Business
University of Southern Queensland
Toowoomba QLD 4350
AUSTRALIA
yongj@usq.edu.au

Abstract experience, we find this new method is more efficient and

helpful than other methods and it enhances the efficiency
E-learning has become one of most important means for of e-learning from the perspective of teaching, learning
the future education, especially for universities. This paper and administration. This paper is organised as follows: In
is based our e-learning teaching experience which comes Section 2, e-learning and environment is discussed; In
from one of the leading e-learning university, the Section 3, relevant workflow technologies are introduced;
University of Southern Queensland. We use the workflow In Section 4, some designing methods of e-learning and
mechanism to analyse the e-learning system. The whole e- their modellings are described for four separated sub-
learning system is divided into four sub-workflow systems, workflow systems; In Section 5, a new method of a
teaching sub-workflow, leaning sub-workflow, admin sub- combination of e-learning design and workflow is
workflow and infrastructure sub-workflow. Through a proposed for overall e-learning system; In Section 6, a
coherent analyse of co-relationship of main activities in practical case is demonstrated to prove the new design; In
four sub-workflow systems, some activities are identified section 7, a throughout evaluation of the new method is
as the key elements for the e-learning system. By presented to prove the efficiency and applicability of the
enhancing these key elements, the performance of all the new design of e-learning; In Section 8, conclusions are
e-learning workflow gets a significant improvement and e- drawn for this paper.
learning students get better grades than on-campus and
traditional distance students. The workflow-based e- 2. E-learning and environment
learning system can effectively reach the expected
achievement of e-learning. E-learning is seen as a future application worldwide as it
promotes life long learning by enabling learners to learn
anytime, anywhere and at the learner’s pace [1]. It is
1. Introduction necessary to understand the role changes for all
participants from the traditional teaching classroom to
E-learning has become one of most concerned paths for online universal virtual teaching venues. Traditional
people to acquire their expected knowledge. More and teaching classrooms involve lecturers/instructors,
more universities have been invested a huge amount of students/learners, and supporting personnel for
resources to implement their e-learning platform or administration purpose. E-learning classrooms have no
environment. Many developed countries have reserved a meaning of traditional classrooms instead of various
big proportion of education funding to support their e- networked-computer platforms. All the activities are
learning strategies to enhance the education exports. transacted by the universal network, usually the Internet.
Under these circumstances, more and more researchers Likely the lecturers/instructors, students/learners, and
and industrial developers are much interested in e-learning administration personnel are needed to be involved.
research and development. It is very important to design Because e-learning environment is heavily relying on IT
an efficient e-learning platform for teaching, learning, technology, experts/technicians of IT support are
research, and administration. This paper proposes a new definitely needed to facilitate all processes of e-learning.
method to design an efficient e-learning platform by Figure 1 shows the traditional relationships between
combining an e-learning environment with the workflow lecturers/instructors, students/learners and admin
mechanism. Based on our teaching and implementation personnel for traditional teaching classrooms. Figure 2
shows the relationships between lecturers/instructors,
students/learners, admin personnel and technical experts in environment. The technical experts should supply their
an e-learning environment. support to the lecturers/instructors, students/learners,
administration personnel. Thus it is very important for the
In Figure 1, lecturers/instructors go to the physical technical experts to design a better e-learning platform and
classrooms to delivery teaching contents to students and environment so that the whole e-learning process can be
accept the students’ questions during the teaching time. smoothly conducted and implemented. Some design
Students/learners also go to the classroom to attend the rules/methods are introduced as follows. ASP model [2]
lectures or tutorials and at the same time ask questions if classifies an e-learning environment as the following tasks:
they feel puzzled. The admin personnel usually give application development, hosting, network access,
reasonable support to the classrooms both for marketing, customer support, user support, hardware
students/learners and for lecturers/instructors, such as delivery, and software delivery. To link these tasks, the
student enrolment, assessment items received and dispatch, following roles are defined as: customer, user, solution
etc. partner, software partner, infrastructure partner, network
service partner, support partner, marketing partner,
hardware vendor, and software vendor. MDA model [3]
discusses how to use existing middleware and component
platforms, like CORBA, DCOM, Java RMI, CCM,
Classroom EJB, .NET, etc. Learner-centred model [1, 4] emphases on
that the e-learning environment design should more focus
on the learners/students who are the main body of e-
learning. Context-based model [5, 6, 7] focuses on how to
deliver better contents to students/learners via e-learning
Lecturers/instructors

design and how to facilitate the learning process, including

Admin personnel
Students/learners

learning needs analysis, curriculum design, curriculum

delivery

Online
platform
Lecturers/instructors

Students/learners

Admin personnel

Figure 1 relationship between participants of

traditional classrooms

In Figure 2, the lecturers/instructors access a server

computer to upload teaching materials, including lecture
slides, tutorial questions and answers etc, according to pre-
set teaching schedule instead of going to a physical
classroom by a fixed time period. It is very flexible for the
lecturers/instructors to upload the teaching contents upon
their convenience. The students/learners also access that
server computer to get the teaching contents and involve
online discussion board with their instructors and peers Technical experts
upon their own convenience. For the admin personnel,
they need to act on administration roles of online matters
via the online environment. In the e-learning environment, Figure 2 Relationship between
the technical experts give the technical support by building participants of e-learning environment
an effective platform and a user-friendly running
and curriculum evaluation. This design places the 4. Design methods and modelling sub-
lecturers/instructors as the main body, because only workflow systems
lecturers/instructors can have the knowledge and authority
to upload the contents. It is a very convenient way to describe an e-learning
system based on its functions respectively. We define four
These models are effective in certain aspects, such as ASP main functions for e-learning systems based on four
and MDA models that focus on technical platform design, participants, lecturers /instructors, students/learners, admin
which usually neglects the users’ roles, context-based and personnel, and technical experts/technicians. In this case
learner-centred models more focus on either the the e-learning system is sub-classified as teaching
students/learners or the lecturers/instructors. Actually an workflow system, learning workflow system, admin
effective e-learning design has to consider all roles of workflow system, and infrastructure workflow system.
students/learners, lecturers/learners, admin personnel and
technical experts. Because the learning process is very
4.1 Teaching workflow system (T)
dynamic, the design of e-learning environment has to be
adjusted according to any changes from all participants
In this e-learning environment, the main teaching activities
during the procedure of e-learning. In order to challenge
include teaching plan (T1), material preparation (T2),
the dynamic e-learning, an effective e-learning design
material delivery (T3), assessment (T4), student
methodology has to be found to support this requirement.
involvement (T5), and student learning service and support
In the latter sections, a workflow-based e-learning design
(T6). The teaching workflow is demonstrated in Figure 3.
method is proposed to meet this dynamic requirement for
e-learning.

3. Workflow process T5
Workflow [8-16] has been used in big organisations to
Start

End
control their business processes and work re-engineering. T1 T2 T3 T6
According to Workflow Management Coalition (WfMC),
workflow focuses on handing business processes. It is
concerned with the automation of procedures where T4
information and tasks are passed between participants
according to a defined set of rules to achieve, or contribute
to, an overall business goal. It is often associated with Figure 3 Teaching workflow
business process re-engineering, which is concerned with
the assessment, modeling, definition and subsequent
operational implementation of the core business process of
an organization (or other business entity). In order to 4.2 learning workflow system (L)
implement an effective workflow system, WfMC have
published its reference model of the workflow system. In In the e-learning environment, the main learning activities
April, 2000, Object Management Group ( OMG ) also are study plan (L1), acceptance of materials (L2), self-
published its workflow management facility specification learning (L3), assignments (L4), discussion (L5),
in order to use its CORBA and relevant technologies to evaluation (L6), and examination (L7). The learning
implement workflow systems. For the e-learning workflow is shown in Figure 4.
environment, workflow mechanism can be used to plan
and design the process of all aspects of e-learning. There is
a teaching workflow for the lecturers/instructors. There is
L5
a learning workflow for the students/learners. There is an
admin workflow for the admin personnel. There is an
Start

End

infrastructure workflow for technical experts/technicians L1 L2 L3 L6

to support a user-friendly environment for all participants.
All these four sub-workflows interact to each other to form
an overall e-learning workflow system to facilitate all the L4 L7
processes and actions of e-learning. The following section
will show the details of four sub-workflow systems and an Figure 4 Learning workflow
overall view of e-learning system.
4.3 Admin workflow system (A) It is important to identify a proper order for four sub-
workflow systems to form an overall workflow of e-
In the e-learning environment, the main learning actives learning. In order to decide the sequence of four sub-
are teaching support (A1), learning support (A2), workflow systems, we must have a method to decide
assessment result publication and notification (A3), which sub-system should be run firstly and which one is
student record management (A4), enrolment and withdraw the follow-up. Suppose four sub-workflow systems (T, L,
management (A5), and other administration functions (A6). A, I) can work well separately. In order to organise them
The admin workflow is shown in Figure 5. into an overall workflow, the inter-relationship has to be
identified. All possible co-relationships are T&L, T&A,
T&I, L&A, L&I, and A&I. These co-relationships will be
A1 A4 addressed in details as the follows.

T & L relationship
Start

A5 A3 End
In the e-learning environment, T and L relationship is very
A2 A6 important. A proper relationship between T and L will
present an ideal e-learning atmosphere. In order to easily
present these co-relationships, the following definitions
Figure 5 Admin workflow need to be given.

Definition 1: If and only if there is an activity, A, then an

activity, B, will definitely occur. We denote this
4.4 infrastructure workflow system (I) relationship as A B.

In this e-learning environment, the main activities of Definition 2: if and only if there is an activity, A, then an
technical experts include e-learning platform plan and activity, B, will either occur or not. We denote this
design (I1), initial installation of e-learning system (I2), relationship as A† B.
supporting tools for teaching, learning and administration
(I3) , system maintenance and upgrade (I4), user training Definition 3: if and only if there is an activity, A, then an
(I5), daily technical support to all users (I6). The activity, B, will never occur. We denote this relationship
infrastructure workflow is described in Figure 6. as A B.

Definition 4: if and only if there is an activity, A, then an

activity, B, will definitely occur and also after B occurs, A
I5 will need an re-occurrence to react to B. We denote this
relationship as A B.
Start

End

I1 I2 I3 I4 Based these definitions, the main activities of T & L

relationship can be represented as the follows.
T1 L1
I6 T2 L1
T3 L2
T3 L3
T4 L4
T4 L7
T4 L5
Figure 6 Infrastructure workflow T5 L5
T6 L5
T6 L4
5. Overall e-learning workflow T6 L7
L6 T1
In the previous sections, four separate sub-workflow T6† L3
systems are discussed in details. Now we need to know From these relationships, we find that T6 and L5 are most
how these sub-workflow systems to work together so that frequent activities to have transactions for teaching and
an effective overall workflow for e-learning can be formed. learning sub-workflow systems.
 I3 L4
T & A relationship I3 L5
I3 L5
The relationships between teaching sub-workflow system I3 L6
and administration sub-workflow system are as the follows. I3† L7
T4 A1 I4† L2
T4† A4 I4† L3
T4 A3 I4† L5
A5 T4 I4† L6
T4† A4 I6 L2
From these relationships, we find that T4, assessment I6 L3
component in teaching sub-workflow system, has most From these relationships, I3 in the infrastructure sub-
frequent transactions with the administration sub- workflow system has a significant impact on the learning
workflow system. sub-workflow system.

T & I relationship A & I relationship

The relationships between teaching sub-workflow system The relationships between administration sub-workflow
and infrastructure sub-workflow system are as the follows. system and infrastructure sub-workflow system are as the
I3† T1 follows.
I3† T2 I3 A1
I3 T4 I3 A2
I3 T5 I3 A3
I3 T6 I3 A4
I4† T3 I3 A5
I4† T4 I3 A6
I4† T5 I4† A1
I4† T6 I4† A2
I6 T3 I4† A3
I6 T5 I4† A4
I6 T6 I4† A5
From these relationships, I3 in the infrastructure sub- I4† A6
workflow system has a significant impact on the teaching I6 A1
sub-workflow system. I6 A2
I6 A3
L & A relationship I6 A4
I6 A5
The relationships between learning sub-workflow system I6 A6
and administration sub-workflow system are as the follows. From these relationships, I3 and I6 in the infrastructure
L4 A2 sub-workflow system have a significant impact on the
L4 A3 administration sub-workflow system.
L4 A4
L6 A6 From previous analyse, T4, T6, L4, L5, L7, I3, and I6 are
L7 A2 relatively more important than other activities for e-
L7 A3 learning system. In other words, if a design can improve
L7 A4 the performance of T4, T6, L4, L5, L7, I3, and I6, the
A5 L1 whole e-learning system will have a better performance.
From these relationships, L4 and L7 need more
involvement of the administration sub-workflow system. 6. Practical case show
L & I relationship In the previous section, some key activities are identified
for e-learning. In our teaching practise, we focus on
The relationships between learning sub-workflow system building these key activities to effectively enhance the
and infrastructure sub-workflow system are as the follows. performance of our e-learning processes. Because the
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