DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

PROJECT PHASE II – REVIEW 1

Developing A Web E-Learning Framework

PROJECT STUDENTS GUIDE

D.Phanidhar, 41614021 Ms.R.Nivedha ,M.E.,
G.Chaitanya Vamsi Naidu, 41614028 Assistant Professor, CSE

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 AGENDA
• Overview
• Objective
• Literature Survey
• Inferences from Literature Survey
• Problem Description
• Proposed System
– Overall Architecture
– Work Flow
– Methodology / Algorithm used
• Conclusion
• References

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 Overview

Evolving a web e-education framework includes resolving requirements to

delineate features, plotting a user-friendly and aware connect, building
bureaucracy with electronics like HTML, CSS, JavaScript, and attendant-side
words, integrating functionalities in the way that user confirmation and
content management, attending thorough experiment, and eventually
deploying and maintaining the podium for ongoing influence and
improvements.

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 OBJECTIVE

• Evaluate Effectiveness: Assess how the proposed e-learning framework

enhances educational outcomes by measuring learner engagement,
comprehension, and performance compared to traditional methods.

• Optimize User Experience: Identify and implement design and functionality

improvements that increase usability and accessibility for diverse users,
including both learners and educators.

• Ensure Scalability and Integration: Develop a framework that supports

scalability to accommodate growing numbers of users and integrates seamlessly
with existing educational tools and platforms
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 LITERATURE SURVEY
[1] Gal, E., & Nachmias, R. (2011). Online learning and performance support in
organizational environments using performance support platforms. Performance
Improvement, 50(8), 25–32.

[2] Cheng, B., Wang, M., Yang, S. J., & Peng, J. (2011). Acceptance of competency-
based workplace e-learning systems: Effects of individual and peer learning support.
Computers & Education, 57(1), 1317–1333.

[3] Costello, J. T., & McNaughton, R. B. (2018). Integrating a dynamic capabilities

framework into workplace e-learning process evaluations. Knowledge and Process
Management, 25(2), 108–125.

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 LITERATURE SURVEY

[4] Hung, Y. H., Lin, C. F., & Chang, R. I. (2015). Developing a dynamic inference
expert system to support individual learning at work. British Journal of Educational
Technology, 46(6), 1378–1391.

[5] Michalski, M. P. (2014). Symbolic meanings and e-learning in the workplace: The
case of an intranet-based training tool. Management Learning, 45(2), 145–166.

[6] F. P. Rokou et al., “Modeling web-based educational systems: process design

teaching model,” Educational Technology and Society, Vol. 7, pp. 42-50, 2004.

November 15, 2024 School of Computing - CSE- CS 6

 LITERATURE SURVEY

[7] F. El-Sofany, Ahmad M. Hasnah, JihadM. Jaam and FayedF. M. Ghaleb., "A Web-
Based E-Learning System “.

[8] W3C site: http://www.w3c.org. (see www. w3.org/XML,www.w3.org/RDF, www.

w3.org/TR/2004/REC-owl-features-2004 0210/),and http://www.w3.org/2000/10/swap/
Primer.html.

[9] J. Quemanda and B. Simon, “A use-case based model for learning resources in
educational mediators,” Educational Technology and Society, Vol. 6, pp. 149- 163,
2003.

[10] A., &Corcho, O. Ontology Languages for the Semantic Web .IEEE Intelligent
Systems 17(1), 54-60, 2002.

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INFERENCES FROM LITERATURE SURVEY

Author &
Existing
Journal Title Drawbacks
techniques
name

Gal, E., & Online learning and

Nachmias, R. performance support in Performance support High implementation costs,
Performance organizational environments platforms Integration challenges
Improvement using performance support
(2011) platform

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 INFERENCES FROM LITERATURE SURVEY

Author &
Journal Title Existing Drawbacks
name techniques

Acceptance of
competency-based
Cheng, B., Wang, M., Yang, workplace e-learning Competency-based Varying acceptance levels,
S. J., & Peng, J. systems: Effects of e-learning systems Peer support variability
Computers & Education individual and peer
(2011) learning support

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 INFERENCES FROM LITERATURE SURVEY

Author &
Journal Title Existing Drawbacks
name techniques

Costello, J. T., & Integrating a dynamic

McNaughton, R. B. capabilities framework Dynamic capabilities Complex evaluation
Knowledge and Process into workplace e-learning framework processes, Limited
Management process evaluations generalizability
(2018)

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 INFERENCES FROM LITERATURE SURVEY

Author &
Journal Title Existing Drawbacks
name techniques

Hung, Y. H., Lin, C. F., & Developing a dynamic

Chang, R. I. inference expert system Dynamic inference High system complexity,
British Journal of to support individual expert system Maintenance challenges
Educational Technology learning at work
(2015)

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 INFERENCES FROM LITERATURE SURVEY

Author &
Journal Title Existing Drawbacks
name techniques

Symbolic meanings and Limited interactivity,

Michalski, M. P. e-learning in the Intranet-based training Symbolic interpretation
Management Learning workplace: The case of an tool issues
(2014) intranet-based training
tool

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 INFERENCES FROM LITERATURE SURVEY

Author &
Journal Title Existing Drawbacks
name techniques

Rokou, F. P., et al. Modeling web-based Process design teaching Rigid process designs,
Educational Technology educational systems: model Scalability issues
and Society process design teaching
(2004) model

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 INFERENCES FROM LITERATURE SURVEY

Author &
Journal Title Existing Drawbacks
name techniques

Quemanda, J., Limited flexibility,

& Simon, B. A use-case based model Use-case based model for Implementation
Educational Technology for learning resources in learning resources complexity
and Society educational mediators
(2003)

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 INFERENCES FROM LITERATURE SURVEY

Author &
Journal Title Existing Drawbacks
name techniques

Corcho, O.
IEEE Intelligent Systems Ontology Languages for Ontology languages Interoperability issues,
(2002) the Semantic Web (Semantic Web) High learning curve

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 PROBLEM DESCRIPTION

• Lack of Embodiment: Existing e-education platforms frequently forsake to

provide embodied learning occurrences, leading to shortened date and
effectiveness for different learners.
• Incompetent Approachability: Many current systems do not completely
address approachability needs, making it disputing for users accompanying
restrictions to efficiently undertake with the content.
• Splintered Tools: Skilled is frequently a lack of integration with various
instructional finishes, resulting in a loose user knowledge and wasteful
management of money.
• Scalability Issues: Current foundations grant permission struggle to scale
effectively accompanying growing user numbers or developing instructional
demands, jolting performance and dependability.
• Restricted Analytics: Existent orders frequently lack inclusive analytics and
newsgathering features, that precludes the ability to path learner progress and
judge the effectiveness of instructional attacks.

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 PROPOSED SYSTEM

• The proposed e-learning framework aims to improve personalization through

adjusting learning ways and tailor-made content recommendations. It will supply
instructions accessibility accompanying countenance compliant accompanying ADA
standards, guaranteeing utility for all learners. The system will merge various
instructional finishes into a cohesive manifesto, support scalable conduct for
increasing user bases..

Advantages of Proposed System

 . Custom-made Knowledge Experience: The adjusting embodiment feature tailors content
and learning courses to individual needs, reconstructing date and effectiveness.
 . All-encompassing Accessibility: Reinforced approachability ensures that all consumers,
including those accompanying disadvantages, can effectively communicate accompanying
and benefit from the platform.
 . Sleek Integration: Joining various instructional tools into a distinct program reduces
fragmentation, superior to a more cohesive and adept user happening.
 . Climbable and Trustworthy: The system’s scalable design takes in development in user
numbers and instructional content, claiming depiction and reliability .
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 SYSTEM ARCHITECTURE

Fig 1: System
Architecture
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 Work Flow

Fig 2 : Work Flow

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 Methodology

• Needs Analysis & Requirements Gathering:

1. Identify the target audience and learning goals.

2. Define technical and user experience requirements.
3. Plan content delivery formats (text, video, interactive).

• Design Phase:

1.UX/UI Design: Wireframes, mockups, responsive design.

2.Learning Pathways: Course structure, modular vs. linear flow.
3.Platform Selection: Use or build a Learning Management System (LMS).

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 Methodology

• Technology and Implementation :

1.Frontend: HTML5, CSS3, JavaScript frameworks (React/Angular).

2.Backend: Node.js.

• Development Considerations :

1.Mobile-First: Responsive design to support multiple devices.

2.Scalability: Ensure the platform can scale with increasing users.
3.Security: Data encryption, user privacy protection.

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 CONCLUSION

Developing a strong web e-education foundation is pivotal in

transfering the instructional landscape, contribution superlative
accessibility and adaptability to learners general. This framework aids
the seamless unification of various educational possessions,
permissive personalized and mutual knowledge experiences that
pamper individual needs and preferences. By leveraging progressive
sciences, such as machine intelligence and adjusting learning
algorithms, the foundation not only embellishes engagement but still
guarantees efficient information retention and ability purchase.
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 REFERENCES

• A., &Corcho, O. Ontology Languages for the Semantic Web .IEEE

Intelligent Systems 17(1), 54-60, 2002.

• Cheng, B., Wang, M., Yang, S. J., & Peng, J. (2011). Acceptance of
competency-based workplace e-learning systems: Effects of individual and
peer learning support. Computers & Education, 57(1), 1317–1333.

• Costello, J. T., & McNaughton, R. B. (2018). Integrating a dynamic

capabilities framework into workplace e-learning process evaluations.
Knowledge and Process Management, 25(2), 108–125.

• F. P. Rokou et al., “Modeling web-based educational systems: process

design teaching model,” Educational Technology and Society, Vol. 7, pp.
42-50, 2004.
November 15, 2024 School of Computing - CSE- CS 23
 REFERENCES
• F. El-Sofany, Ahmad M. Hasnah, JihadM. Jaam and FayedF. M. Ghaleb.,
"A Web-Based E-Learning System “.

• Gal, E., & Nachmias, R. (2011). Online learning and performance support
in organizational environments using performance support platforms.
Performance Improvement, 50(8), 25–32.

• Hung, Y. H., Lin, C. F., & Chang, R. I. (2015). Developing a dynamic

inference expert system to support individual learning at work. British
Journal of Educational Technology, 46(6), 1378–1391.

• J. Quemanda and B. Simon, “A use-case based model for learning

resources in educational mediators,” Educational Technology and Society,
Vol. 6, pp. 149- 163, 2003.

November 15, 2024 School of Computing - CSE- AIML DS AI 24

 REFERENCES

• V., Anutariya, C., Akama, K., &Nantajeewarawat ,E. XML Declarative

Description: A Language for the Semantic Web. IEEE Intelligent Systems
17(1), 54-65, 2002.

• V. Knowledge Modeling - State of the Art . Integrated Computer-Aided

Engineering 8,257-281, 2001.

• W., & Tate, A. Ontologies, Guest Editors' Introduction . IEEE Intelligent

Systems 14(1), 18-19, 1999.

• Michalski, M. P. (2014). Symbolic meanings and e-learning in the

workplace: The case of an intranet-based training tool. Management
Learning, 45(2), 145–166.
November 15, 2024 School of Computing - CSE- AIML DS AI 25
 THANK YOU

We thank God, Our Department, Guide, Panel

Members, Supportive Professors and all Technical
and non Technical staff who helped us in our Project.

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