The distance learning tools and web addresses.
\r\n\t
\r\n\tRecently in 2019, International Council on Systems Engineering (INCOSE) has released the latest version of the “Guidelines for the Utilization of ISO/IEC/IEEE 15288 in the Context of System of Systems (SoS) Engineering” to industry for review and comments. The document was developed under the Partner Standards Development Organization cooperation agreement between ISO and IEEE, as it was approved by Council Resolution 49/2007. This document provides guidance for the utilization of ISO/IEC/IEEE 15288 in the context of SoS in many domains, including healthcare, transportation, energy, defense, corporations, cities, and governments. This document treats an SoS as a system whose elements are managerially and/or operationally independent systems, and which together usually produce results that cannot be achieved by the individual systems alone. This INCOSE guide book perceives that SoS engineering demands a balance between linear procedural procedures for systematic activity and holistic nonlinear procedures due to additional complexity from SoS perspectives.
\r\n\tThe objective of this book is to provide a comprehensive reference on Systems-of-Systems Engineering, Modeling, Simulation and Analysis (MS&A) for engineers and researchers in both system engineering and advanced mathematical modeling fields.
\r\n\tThe book is organized in two parts, namely Part I and Part II. Part I presents an overview of SOS, SOS Engineering, SOS Enterprise Architecture (SOSEA) and SOS Enterprise (SOSE) Concept of Operations (CONOPS). Part II discusses SOSE MS&A approaches for assessing SOS Enterprise CONOPS (SOSE-CONOPS) and characterizing SOSE performance behavior. Part II focuses on advanced mathematical application concepts to address future complex space SOS challenges that require interdisciplinary research involving game theory, probability and statistics, non-linear programming and mathematical modeling components.
\r\n\tPart I should include topics related to the following areas:
\r\n\t- SOS and SOS Engineering Introduction
\r\n\t- Taxonomy of SOS
\r\n\t- SOS Enterprise (SOSE), SOSE CONOPS, Architecture Frameworks and Decision Support Tools
\r\n\tPart II should address the following research areas:
\r\n\t- SOS Modeling, Simulation & Analysis (SOS M&SA) Methods
\r\n\t- SOS Enterprise Architecture Design Frameworks and Decision Support Tools
\r\n\t- SOS Enterprise CONOPS Assessment Frameworks and Decision Support Tools.
Distance education, which is now also referred to as distance learning or e‐learning, has existed for centuries. Although as Keegan says “the ideas surrounding the educational endeavor are somewhat similar” [1], it is not easy to find a single definition of distance education. While according to North [2], a few definitions even look to define it in terms of a single technology, according to long‐distance teaching [3], others display distance education simply as a recent development of the class into a remote location [4]. However, such definitions are restrictive and fail to recognize the actual needs of distance education users. Mugridge [5] provides a better definition, describing distance education as “a form of education in which there is normally a separation between teacher and learner and thus one in which other means—the printed and written word, the telephone, computer conferencing or teleconferencing, for example—are used to bridge the physical gap”.
Many educational institutions have created solutions to their increasing educational needs through the development of distance education programs. Distance education allows educational paths to be determined by educators and students, who are separated with physical distance, using technology (e.g., audio, video, data, and written text). It is a form of education in which students, teachers, and teaching materials in different geographies are brought together through communication technology [6]. Using video, audio, active learning, simulations, and electronic advances appeals to a variety of students with multiple learning styles.
This chapter presents a review of distance learning literature; the purposes, advantages, disadvantages, and types of distance learning; and a detailed comparison of web‐based distance learning tools in education.
Research on distance education has been subject to long and numerous debates [7–10]. Distance education needs a reliable means of communication between students and lecturers. Therefore, the history of distance education begins at the point where a reliable communication method is established. Most historians date distance education to the eighteenth century, when a few lecturers began to offer what were called correspondence courses. One of the first examples of distance education was observed in 1728, when “an advertisement in the Boston Gazette named ‘Caleb Phillips’, teacher of the new method of Short Hand” was searching students for lessons to be sent weekly [11]. But technology‐based distance education started after the introduction of some devices, which are using both sight and sound, into the schools in the early 1900s.
In the late 1960s and early 1970s, microwave technology was developed. So networking technology costs were reduced, and universities began to use microwave networks to take advantage of the Instructional Television Fixed Service (ITFS) authorized by the Federal Communications Commission [12].
Today, distance education programs have a wide range of approaches [13]. For example, independent study courses through computer networking, computer‐delivered instruction, communication between students and instructors through electronic mail, class sessions, cluster groups, undergraduate and graduate degrees through cable networks, and video courses with texts and other collateral materials are these approaches [13].
In summary, the history of distance education shows a constant state of evolution. In the historical view of distance education, a stream of new ideas and technologies has been observed. Historical development of distance education shows that nontraditional education tends to blend with traditional education while meeting the changing learning theories and developing technologies [13].
\nThe main goal of distance education is to overcome barriers of place and time. Learners may live in isolated, less‐populated and nonurban, rural areas and have no access to education. Other learners may have ready access to a private school or college but that college might not offer the course of study needed by that learner. Distance learning allows education to reach those who are not able to physically attend courses in universities [14].
One of the most important purposes of distance education is to provide an opportunity of education, often on an individual basis, to learners who are not physically present in a classroom [15]. Also, it provides equity in educational opportunities by allowing access to quality education for those who otherwise would have been denied.
\nThe aim of distance education is to provide a strong communication between students and lecturers. That\'s why there are also disadvantages as well as advantages of distance education.
The main advantage of distance learning is that the students can study wherever, whenever, and whatever he/she wants. So, it can be said that flexibility is the most important advantage of distance learning. The other advantages of distance learning are as follows:
The students have the convenience of course materials being delivered to his/her home or office.
Students may gain useful, transferable skills, such as planning and research.
Students can make their feedback easily.
There is no waste of time in transport.
Accessing students without face‐to‐face learning opportunities.
Distance learning provides just‐in‐time learning.
Distance learning is associated with technology more than face‐to‐face learning.
Distance education can reach a wider audience.
Distance learning can facilitate greater learner‐instructor interaction.
Distance learning can equalize access to education.
Distance learning makes information and lecture notes open to everyone.
Distance learning minimizes the costs of stationery.
Distance learning increases the effectiveness of education through the use of items such as sound and image.
Although distance learning has numerous benefits, it has some disadvantages that are listed as follows:
There is a lack of eye contact between the students and the lecturers.
It can be occasional Internet provider downtime.
Student must be more active in education environment.
The cost of developing course materials is too much, and it is needed more time to prepare course materials.
There is unconsciousness in the use of educational technology.
Distance learning is not suitable for undisciplined learners or inflexible instructors.
Laboratory and experimental courses cannot be given remotely.
Students who have little technological knowledge cannot follow the courses.
Students and instructors need to take technical training and support.
Some of the students cannot access the necessary facilities, such as computers, Internet, etc.
In general, distance education is collected under two main headings:
Synchronous
Asynchronous
Synchronous learning requires all students to participate the classes at the same time. The method of delivery is usually interactive and includes Internet chat sessions, teleconferences, telecourses, and web conferencing [16]. Synchronous distance education is less flexible than asynchronous distance education because synchronous distance education requires all enrolled students and the teacher to be online at a specific time. Asynchronous instructions do not require simultaneous participation of all students in the class, so it is more flexible. Asynchronous instruction gives students the freedom to interact with the material and instructor at a time that is convenient for them [16].
Internet‐based distance education has become a specific focus for at least three reasons according to the Institute for Higher Education Policy (IHEP) [17]:
First, Internet is quickly becoming the predominant technology in distance education, because of its increasing telecommunications bandwidth capabilities. Second, Internet‐based distance education especially asynchronous instruction mode allows the teaching and the learning processes to occur “at any time and any place.” Provision of the interactive learning activities at any time and any place has become the most important characteristic of this technology. Third, Internet‐based distance education is, in many ways, fundamentally different from traditional classroom‐based education.
Internet‐based distance education must have the following features [18]:
The identification and management of users
Preparation of online course contents
Managing courses
Monitoring and analyzing student behaviors
Assessment of students’ achievement status
The creation and management of interactive communication media
Computers and computer networks are rapidly becoming the preferred long‐distance communication tool, and they are evolving as a major resource in distance education. There are many computer‐based distance education tools, and the names of the major tools and their web addresses are listed in Table 1 [19].
Tools | Web addresses |
---|---|
Adobe Connect | |
AkademikLMS | |
ANGEL | |
ATutor | |
Avilar WebMentor | |
Blackboard (WebCT) | |
Bodington | |
Claroline | |
CoursePark | |
Desire2Learn | |
Dokeos | |
DotLRN | |
Drupal | |
eFront | |
Enocta | |
eStudy | |
ETUDES | |
Fle3 | |
ILIAS | |
IntraLearn SME | |
Janison Toolbox | |
Moodle | |
OLAT | |
Perculus | |
RCampus | |
Sakai | |
SimplyDigi |
The distance learning tools and web addresses.
ATutor | Blackboard | Claroline | D2L | Docebo | Dokeos | eFront | Moodle | OLAT | Sakai | |
---|---|---|---|---|---|---|---|---|---|---|
Price | Free | Commercial | Free | Commercial | Commercial | Free but it also has commercial version | Free | Free | Free | Free |
Open source | Yes | No | Yes | No | No | Yes | Yes | Yes | Yes | Yes |
License | GPL | N/A | GPL | N/A | GPL | GPL | CPAL | GPL | Apache 2.0 | ECL |
Type | LCMS | LMS | LMS | LMS | LMS | LCMS | LMS | LMS | LMS | LMS |
SCORM | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes |
Language | More than 20 | More than 20 | 35 | More than 10 | More than 30 | 34 | 48 | 139 | More than 15 | More than 20 |
Countries | N/A | More than 50 | 100 | N/A | More than 10 | More than 60 | More than 50 | 234 | More than 30 | 20 |
Written in | PHP | N/A | PHP | PHP | PHP | PHP | PHP | PHP | Java | Java |
Video conferences integration | Yes | Yes | No | Yes | Yes | Yes | Yes | Yes | No | Yes |
Operating system | Windows, Unix | Microsoft NT | ||||||||
Servers, Windows, Mac OS X | Windows, GNU/Linux, BSD, Unix, Mac OS X | Windows, Linux, and Mac OS X | Cross‐platform | Cross‐platform | GNU/Linux, Windows, Cent OS, Windows Server 2003 | Windows, Linux, Unix, and Mac OS X | Cross‐platform | Cross‐platform | ||
Database server | MySQL | N/A | MySQL | MySQL | MySQL | MySQL | MySQL 5+ | MySQL | MySQL, PostgreSQL | MySQL, Oracle |
Web server | Apache, Zeus, lighttpd, Abyss, Zazou Mini Web Server, Microsoft IIS, and Jana‐Server | N/A | Apache, IIS, Wampler | N/A | Apache, IIS | Apache | Apache | Apache | Apache | Apache Tomcat 7, Apache Http Server |
Mobile learning support | Yes, but works still continue | Yes | No | No (only for Brightspace) | Yes | Yes | No, but it can be used with mobile phones and tablets | Yes | No | Yes |
The comparison of all popular learning management systems.
In this chapter, we have reviewed the most popular, widely used and well‐known learning management systems (LMSs) and included detailed comparison of these systems. Therefore, we include ATutor, Blackboard, Claroline, Desire2Learn (D2L), Docebo, Dokeos, eFront, Moodle, OLAT, and Sakai systems in this chapter. Among the others, Blackboard and Moodle are the two most well‐known web‐based learning management systems widely used in universities and higher education [19].
\nATutor is a free and open‐source course management system that has a simple and straightforward structure. It is a web‐based learning content management system (LCMS) under the GNU General Public License (GPL). It was prepared such that it can be easily used in any type of computer system and all operating systems. ATutor has been used in many universities, institutions, research centers, and educational institutions.
ATutor was implemented in Personal Home Page (PHP: Hypertext Preprocessor), and it includes facilities for teachers and students. Students can change the learning environment based on existing templates, send messages, and collaborate on courses. On the other hand, instructors can manage the courses, store files, and create workgroups. At the same time, in ATutor, people with disabilities were considered, so ATutor was arranged to use easily.
ATutor has blog, forum, photo gallery, glossary, site map, chat, directory, tests and surveys, and MyTracker tool, which tracks users’ navigational patterns. It supports Sharable Content Object Reference Model (SCORM) standards and Instructional Management Systems (IMS) packets. It is available in more than 20 languages. Some video conference softwares such as Adobe Connect, BigBlueButton, and OpenMeetings modules can be integrated in ATutor. Figure 1 shows web page for an ATutor course.
ATutor Course Web Page.
Early in 2006, owners of Blackboard Learning System and WebCT decided to join their forces and merge two companies under the existing name of one of them—Blackboard. The new entity continues to support both systems [19]. Also, Blackboard Learning System acquired Angel Learning System in May 2009. So the Blackboard Learning System is a web‐based commercial distance education system dedicated to education containing teaching resources and straightforward user hierarchy. It allows instructors to post course information and materials as well as readings and assignments.
Thanks to the flexibility of the Blackboard Learning System, it is easy to design a course curriculum or study schedules, and the continuation of education courses go on flawlessly. Not only can the teacher shift page layouts including font types or colors but also choose texts and icon links. It also facilitates interaction between users, who can have basic discussion, and offers other collaborative tools.
The idea behind the Blackboard Learning System is to let teachers deliver course content, especially adjusted to large courses at lower levels. The role of an administrator of the system is limited to conducting basic operations such as initial course and teacher registration. The administrator is not overly dependent on it as many course management tasks, such as student and course content registration or tests and statistics check, can be carried out by a teacher. The system consists of many communication and discussion features enabling active participation of students [20]. The possibility of the use of multimedia, an instructional option, is willingly utilized by teachers. Figure 2 shows the web page for a Blackboard course.
Blackboard Course Web Page.
Claroline is an open‐source e‐learning and e‐working platform. It can work on both Windows and Linux server systems. Claroline provides the ability to manage public education activities on the web and to create effective online courses. There is a large community of users and software developers worldwide.
In Claroline Learning Management System, a user has three roles. These roles are student, teacher, and administrator.
GNU/Linux, BSD, Unix, Windows (9x, ME, NT4, 2000, XP, Vista, and 7), or Mac OS X operating systems, Apache, IIS or Wampler web servers, PHP and MySQL database server should be installed on the web server where Claroline is installed. It is under the GPL.
Two language options, which are website language and course language, are available in Claroline. It has been used in more than 100 countries and translated into 35 languages. However, some languages such as Turkish are not supported completely and some sections are still awaiting translation.
Claroline has rich interaction tools such as chat, forum, and wiki, but there is no survey functionality and whiteboard application. It does not require any programming skills to install, manage, and use. It supports SCORM standards. Claroline allows user lists to be created and user statistics to be seen. User groups can be created in courses. Figure 3 shows a web page from Claroline.
Claroline Course Web Page.
Desire2Learn, which is also known as Brightspace Learning Management System, is another educational learning management system. It is based on competency education and provides a cloud‐based learning suite.
Desire2Learn is a commercial educational system that supports mobile learning and web conferencing. It also has some features such as exams, discussions, assignments, quizzes, grades, and portfolio‐based activities. D2L supports foreign languages and mathematical notations. D2L also includes a learning repository, course creation tools, an e‐portfolio module, mobile delivery, analytics, and lecture capture facilities. Figure 4 presents web page of Desire2Learn.
Desire2Learn Course Web Page.
Docebo LMS platform is a learning management system that is based on SaaS/cloud platform. With Docebo, users can organize, track, and distribute online courses for formal learning. The instructors can create users as well as groups and create reports about them. It was offered as open source but it is not available as open source for a while. Although Docebo is offered for education, now it is primarily used in the corporate sector.
Docebo is under the GPL, so it has no licensing cost. It is compatible with SCORM, Aviation Industry CBT Committee (AICC), and xAPI. It has a component‐based architecture and works with PHP and MySQL database.
Docebo has interfaces for video conferences. It is integrated with Adobe Connect, BigBlueButton, Cisco WebEx, Citrix GoToMeeting, OnSync by Digital Samba, and TeleSkill Live. Also, it has integrations with Google Apps, WordPress, and Vivocha.
Docebo is available in more than 30 languages and more than 10 countries. This platform is mobile‐ready platform, so it includes mobile learning. The features of Docebo are blogs, course catalogs, labels, and discussions. Figure 5 shows a course web page from Docebo.
Docebo Course Web Page.
Dokeos is an online and open‐source course management system that is widely known and freely available. It is also a learning content management system based on MySQL database and written in PHP language. Dokeos is based on Drupal, which is a content management system. It is available in standard and Professional (PRO) versions.
Dokeos is used in more than 60 countries, and it has been translated into 34 languages. It features a variety of e‐learning templates and e‐learning course authoring tools. The features of Dokeos are documents, announcements, tests, agendas, forums, links, tracking tools, and chats [21].
Dokeos supports mobile and cloud learning. Also, it supports SCORM, AICC and Tin Can API compliant. Portals and assessments can be used in Dokeos system; on the other hand, it has agenda, forums, discussion forums, chat, videoconference, open questions, and assignments. It is fully compatible across all browsers and platforms. Web page of Dokeos is presented in Figure 6.
Dokeos Course Web Page.
eFront is a modern learning, which is also known as a course management system or learning management systems or virtual learning environment, and an educational platform. eFront is designed to help creating online courses. It has many features such as project management, extended statistics, files management, reports generators, assignments builders, internal messaging system, forum, calendar, chat, survey, etc. It supports SCORM standards.
eFront is a multilingual platform. It offers two types of language files: machine translated and human translated. It supports 48 languages. While 18 of these languages are machine translated, 30 languages are human translated.
This learning management system is PHP based and open source. eFront runs on GNU/Linux, Microsoft Windows, and any other operating system that supports PHP 5.1+ and MySQL 5+. It is under the Common Public Attribution License (CPAL) license. eFront supports Unicode and LDAP, and uses 3‐tier architecture with low bandwidth connections.
eFront is content friendly by using presentations and videos. It has multiple types of test and questions. This course management system can collect and analyze surveys. It supports the blended learning. Some video conference software such as Adobe Connect, BigBlueButton, and OpenMeetings can be used with eFront. A sample course page is given in Figure 7.
eFront Course Web Page.
Moodle is an online course management system that is widely known and freely available. The word Moodle stands for “Modular Object Oriented Dynamic Learning Environment” and was created by Martin Dougiamas who is a computer scientist and an educator at a university in Perth, Australia [22].
Moodle is a software package that it is used to create Internet‐based courses and their websites. Moodle is used in 234 countries, providing support for 139 languages, and has 88,204,960 registered users according to Moodle statistics on the Moodle website in July 2016. There are currently 10,106,758 registered courses and 70,872 active sites that have been registered from those countries.
Moodle is utilized by both institutions and individuals. The list of the former is long, including universities, high and primary schools, governmental departments, military, and healthcare organizations as well as airlines or oil companies. Homeschoolers, independent educators, and special educators are among the individual users.
Moodle, a PHP‐based open‐source online learning system, has been used since 2002 as a distance education tool, and has various versions supported by Windows, Linux, Unix, and Mac OS X operating systems. The latest version of Moodle is Moodle 3.1.1, released on 11 July 2016. Moodle is under the terms of the GNU General Public License (GPL). There are documents for use, training, and online help in Moodle. Moodle has 14 different activity types such as assignments, chat, choice, database, external tool, feedback, forum, glossary, lesson, quiz, SCORM, survey, Wiki, and workshop.
A number of programs, namely PHP, which is a script language embedded into html codes that work in a server‐side; MySQL, which is a database management system that can run in the background and can respond to requests, such as a high‐performance web server; and Apache, which is an open‐source software web server that is completely free and has a high performance, are required before the Moodle program is set up.
Moodle supports mobile learning, so it has its own Moodle Mobile application. Moodle Mobile supports currently 15 languages. It has responsive design for phones and tablets. Users can download and view some course resources. A course web page from Moodle is presented in Figure 8.
Moodle Course Web Page.
OLAT is an abbreviation of the words Online Learning and Training. OLAT is a Java‐based open‐source learning management system that was developed in 1999. OLAT is under the Apache 2.0 Open Source License. OLAT has forums, chat, blogs, surveys, grading and submission modules, wikis, quizzes, and discussions. It allows monitoring the effectiveness of learners and tutors.
OLAT is multilingual and available in fifteen languages. OLAT runs on Unix, Linux, OpenBSD, FreeBSD, Windows, and Mac OS X operating systems. Java SDK, Apache as a web server, Tomcat Servlet Engine as an application server, and MySQL or PostgreSQL as database are required to install OLAT. It supports SCORM, IMS Content Packaging, and OTI standards. A main web page of OLAT is displayed in Figure 9.
OLAT Course Web Page.
Sakai is a free learning system that is designed for educational institutions. It is a Java‐based LMS. It has been launched as a “Sakai Project” supported by the Mellon Foundation.
Sakai is a free and open‐source course design platform. It is web‐based and platform‐independent application with many features such as supporting training. It can run on CentOS, Debian GNU/Linux, Fedora, Gentoo Linux, Mac OS X server, Microsoft Windows, Red Hat Enterprise Linux (RHEL), Sun Solaris, SuSe Linux, and Ubuntu operating systems. It can be downloaded from the Internet for free, and it works interactively with both MySQL and Oracle database management systems.
Sakai has forums, chat rooms, message center, assignments, grade book, discussions, syllabus, wikis, and WebDAV. It is designed to present mathematical notation such that it can display LaTeX equations on most pages. Sakai is under the Educational Community License (ECL). It is available in more than 20 languages.
Some video conference software such as Adobe Connect, BigBlueButton, Kaltura, and OpenMeetings can be integrated in Sakai, and it has IMS Learning Tools Interoperability (LTI) standards. Figure 10 shows a sample web page for a course from Sakai.
Sakai Course Web Page.
In the below sections, we provide comparisons among the most similar learning management systems, and in Table 2, all comparisons of all learning management systems are summarized.
\nATutor is a PHP application and it has some registered installations such as Moodle.
ATutor seems like a down‐sized version of Moodle with a slightly more technical look than eFront. But the development on its modules are rather limited [23].
\nThe Blackboard Learning System (i.e., WebCT) ensures variety in course content and materials. In addition, the Blackboard Learning System assists students in their offline efforts. Curriculum design is supported by the two systems by providing course templates, thanks to which instructors can deliver course materials, define study schedules, and plan class activities.
Regarding communication and discussion, both Blackboard and Moodle deliver discussion forums and chat rooms together with exchange of e‐mails and files.
The Blackboard Learning System also provides private folders and internal e‐mail for students and gives them an option of making their own notes. As for performance assessment, systems incorporate assessment and grading functions.
Course administration is embraced again by both tools by facilitating uploading of student data and course data in batches. The Blackboard Learning System is also equipped with direct data interfaces. It should be noted that there are certain similarities between Blackboard and Moodle such as option of student enrollments in courses, access to discussion forums, or taking quizzes and tests.
The Blackboard Learning System and Moodle are about equal in terms of administrative features, collaboration, and instruction methods.
Other common features are supporting file upload (e.g., Word, PowerPoint, audio), being SCORM compliant, allowing grading, providing course calendar, and monitoring students’ participation.
\nThe Blackboard Learning System is superior to Sakai in terms of administrative features and course development. But in terms of collaboration and instruction methods, both are very similar.
When eFront and Blackboard are compared, it is observed that eFront is superior to Blackboard in terms of administrative features but they are about equal in terms of course development and instruction methods.
Sakai is superior to eFront in terms of collaboration.
\neFront is superior to D2L (Brightspace) in terms of administrative features but in terms of collaboration, course development and instruction methods both of them are about equal.
\nD2L (Brightspace) is superior to OLAT in terms of administrative features and course development, but for collaboration facility, both of them are about equal.
D2L (Brightspace) is superior to Sakai with respect to instruction methods used.
\nDocebo is superior to eFront with respect to administrative features and course development. But in terms of collaboration methods and instruction methods, eFront and Dokeos are very similar.
\nDokeos looks better and less complex than Moodle in terms of interface [23].
But Moodle is superior to OLAT in terms of administrative features, collaboration, course development, and instruction methods.
\nUnlike Moodle, Sakai is mainly implemented in Java and can cause some problems in older versions of browsers [23].
Moodle is superior to Sakai in terms of administrative features, collaboration, and course development.
\nSakai, similar to OLAT, is a Java‐based e‐learning system developed by an international alliance of universities, colleges, and commercial affiliates; and both have very similar properties [24].
\nAlthough most of the other e‐learning applications in this chapter are PHP based, OLAT (Online Learning and Training) is based on Java and is Apache Licensed [24].
eFront and Moodle are superior to OLAT in terms of administrative features and course development.
In this chapter, the literature about distance education and learning management systems are summarized. This chapter also presents a brief comparison of some of the most significant learning management systems used for education.
In summary, the history of distance education shows a constant state of evolution. A stream of new ideas and technologies exist in the historical view of distance education. It is also observed that nontraditional education tries to blend with traditional education while meeting the changing learning theories and developing technologies [13].
The Internet‐based distance learning model can be defined as a transmission of educational content with the use of text, image, video, and audio files over the Internet, online or offline. According to the Institute for Higher Education Policy (IHEP), the Internet‐based distance education has gained a special status for three basic reasons. First of all, the Internet has become the predominant technology in distance education, due to its increasing telecommunications bandwidth capabilities. Second, the Internet‐based distance education allows the teaching and learning process to happen “at any time and any place.” Asynchronous interactive learning environments, especially, have become the signature characteristic of this field. Finally, the Internet‐based distance education is, in many ways, fundamentally different than traditional classroom‐based education hence attractive for learners [17]. The main difference is that the Internet‐based distance education removes the physical barrier and time constraints for students and lecturers.
Within the framework of this study, the open‐source learning management systems especially Moodle are widely used particularly in universities and higher education institutions. In general, the commercial learning management systems especially Blackboard are superior to open‐source learning management systems in terms of administrative features; however, according to instruction methods that are employed, the open‐source learning management systems especially Moodle are superior to the commercial learning management systems. According to existing literatures [25], Moodle still comes out as the top used system among the open‐source LMSs. This result also supports our observations that are explained in this chapter.
Research methodology is the path through which researchers need to conduct their research. It shows the path through which these researchers formulate their problem and objective and present their result from the data obtained during the study period. This research design and methodology chapter also shows how the research outcome at the end will be obtained in line with meeting the objective of the study. This chapter hence discusses the research methods that were used during the research process. It includes the research methodology of the study from the research strategy to the result dissemination. For emphasis, in this chapter, the author outlines the research strategy, research design, research methodology, the study area, data sources such as primary data sources and secondary data, population consideration and sample size determination such as questionnaires sample size determination and workplace site exposure measurement sample determination, data collection methods like primary data collection methods including workplace site observation data collection and data collection through desk review, data collection through questionnaires, data obtained from experts opinion, workplace site exposure measurement, data collection tools pretest, secondary data collection methods, methods of data analysis used such as quantitative data analysis and qualitative data analysis, data analysis software, the reliability and validity analysis of the quantitative data, reliability of data, reliability analysis, validity, data quality management, inclusion criteria, ethical consideration and dissemination of result and its utilization approaches. In order to satisfy the objectives of the study, a qualitative and quantitative research method is apprehended in general. The study used these mixed strategies because the data were obtained from all aspects of the data source during the study time. Therefore, the purpose of this methodology is to satisfy the research plan and target devised by the researcher.
The research design is intended to provide an appropriate framework for a study. A very significant decision in research design process is the choice to be made regarding research approach since it determines how relevant information for a study will be obtained; however, the research design process involves many interrelated decisions [1].
This study employed a mixed type of methods. The first part of the study consisted of a series of well-structured questionnaires (for management, employee’s representatives, and technician of industries) and semi-structured interviews with key stakeholders (government bodies, ministries, and industries) in participating organizations. The other design used is an interview of employees to know how they feel about safety and health of their workplace, and field observation at the selected industrial sites was undertaken.
Hence, this study employs a descriptive research design to agree on the effects of occupational safety and health management system on employee health, safety, and property damage for selected manufacturing industries. Saunders et al. [2] and Miller [3] say that descriptive research portrays an accurate profile of persons, events, or situations. This design offers to the researchers a profile of described relevant aspects of the phenomena of interest from an individual, organizational, and industry-oriented perspective. Therefore, this research design enabled the researchers to gather data from a wide range of respondents on the impact of safety and health on manufacturing industries in Ethiopia. And this helped in analyzing the response obtained on how it affects the manufacturing industries’ workplace safety and health. The research overall design and flow process are depicted in Figure 1.
Research methods and processes (author design).
To address the key research objectives, this research used both qualitative and quantitative methods and combination of primary and secondary sources. The qualitative data supports the quantitative data analysis and results. The result obtained is triangulated since the researcher utilized the qualitative and quantitative data types in the data analysis. The study area, data sources, and sampling techniques were discussed under this section.
According to Fraenkel and Warren [4] studies, population refers to the complete set of individuals (subjects or events) having common characteristics in which the researcher is interested. The population of the study was determined based on random sampling system. This data collection was conducted from March 07, 2015 to December 10, 2016, from selected manufacturing industries found in Addis Ababa city and around. The manufacturing companies were selected based on their employee number, established year, and the potential accidents prevailing and the manufacturing industry type even though all criterions were difficult to satisfy.
It was obtained from the original source of information. The primary data were more reliable and have more confidence level of decision-making with the trusted analysis having direct intact with occurrence of the events. The primary data sources are industries’ working environment (through observation, pictures, and photograph) and industry employees (management and bottom workers) (interview, questionnaires and discussions).
Desk review has been conducted to collect data from various secondary sources. This includes reports and project documents at each manufacturing sectors (more on medium and large level). Secondary data sources have been obtained from literatures regarding OSH, and the remaining data were from the companies’ manuals, reports, and some management documents which were included under the desk review. Reputable journals, books, different articles, periodicals, proceedings, magazines, newsletters, newspapers, websites, and other sources were considered on the manufacturing industrial sectors. The data also obtained from the existing working documents, manuals, procedures, reports, statistical data, policies, regulations, and standards were taken into account for the review.
In general, for this research study, the desk review has been completed to this end, and it had been polished and modified upon manuals and documents obtained from the selected companies.
The study population consisted of manufacturing industries’ employees in Addis Ababa city and around as there are more representative manufacturing industrial clusters found. To select representative manufacturing industrial sector population, the types of the industries expected were more potential to accidents based on random and purposive sampling considered. The population of data was from textile, leather, metal, chemicals, and food manufacturing industries. A total of 189 sample sizes of industries responded to the questionnaire survey from the priority areas of the government. Random sample sizes and disproportionate methods were used, and 80 from wood, metal, and iron works; 30 from food, beverage, and tobacco products; 50 from leather, textile, and garments; 20 from chemical and chemical products; and 9 from other remaining 9 clusters of manufacturing industries responded.
A simple random sampling and purposive sampling methods were used to select the representative manufacturing industries and respondents for the study. The simple random sampling ensures that each member of the population has an equal chance for the selection or the chance of getting a response which can be more than equal to the chance depending on the data analysis justification. Sample size determination procedure was used to get optimum and reasonable information. In this study, both probability (simple random sampling) and nonprobability (convenience, quota, purposive, and judgmental) sampling methods were used as the nature of the industries are varied. This is because of the characteristics of data sources which permitted the researchers to follow the multi-methods. This helps the analysis to triangulate the data obtained and increase the reliability of the research outcome and its decision. The companies’ establishment time and its engagement in operation, the number of employees and the proportion it has, the owner types (government and private), type of manufacturing industry/production, types of resource used at work, and the location it is found in the city and around were some of the criteria for the selections.
The determination of the sample size was adopted from Daniel [5] and Cochran [6] formula. The formula used was for unknown population size Eq. (1) and is given as
where n = sample size, Z = statistic for a level of confidence, P = expected prevalence or proportion (in proportion of one; if 50%, P = 0.5), and d = precision (in proportion of one; if 6%, d = 0.06). Z statistic (Z): for the level of confidence of 95%, which is conventional, Z value is 1.96. In this study, investigators present their results with 95% confidence intervals (CI).
The expected sample number was 267 at the marginal error of 6% for 95% confidence interval of manufacturing industries. However, the collected data indicated that only 189 populations were used for the analysis after rejecting some data having more missing values in the responses from the industries. Hence, the actual data collection resulted in 71% response rate. The 267 population were assumed to be satisfactory and representative for the data analysis.
The sample size for the experimental exposure measurements of physical work environment has been considered based on the physical data prepared for questionnaires and respondents. The response of positive were considered for exposure measurement factors to be considered for the physical environment health and disease causing such as noise intensity, light intensity, pressure/stress, vibration, temperature/coldness, or hotness and dust particles on 20 workplace sites. The selection method was using random sampling in line with purposive method. The measurement of the exposure factors was done in collaboration with Addis Ababa city Administration and Oromia Bureau of Labour and Social Affair (AACBOLSA). Some measuring instruments were obtained from the Addis Ababa city and Oromia Bureau of Labour and Social Affair.
Data collection methods were focused on the followings basic techniques. These included secondary and primary data collections focusing on both qualitative and quantitative data as defined in the previous section. The data collection mechanisms are devised and prepared with their proper procedures.
Primary data sources are qualitative and quantitative. The qualitative sources are field observation, interview, and informal discussions, while that of quantitative data sources are survey questionnaires and interview questions. The next sections elaborate how the data were obtained from the primary sources.
Observation is an important aspect of science. Observation is tightly connected to data collection, and there are different sources for this: documentation, archival records, interviews, direct observations, and participant observations. Observational research findings are considered strong in validity because the researcher is able to collect a depth of information about a particular behavior. In this dissertation, the researchers used observation method as one tool for collecting information and data before questionnaire design and after the start of research too. The researcher made more than 20 specific observations of manufacturing industries in the study areas. During the observations, it found a deeper understanding of the working environment and the different sections in the production system and OSH practices.
Interview is a loosely structured qualitative in-depth interview with people who are considered to be particularly knowledgeable about the topic of interest. The semi-structured interview is usually conducted in a face-to-face setting which permits the researcher to seek new insights, ask questions, and assess phenomena in different perspectives. It let the researcher to know the in-depth of the present working environment influential factors and consequences. It has provided opportunities for refining data collection efforts and examining specialized systems or processes. It was used when the researcher faces written records or published document limitation or wanted to triangulate the data obtained from other primary and secondary data sources.
This dissertation is also conducted with a qualitative approach and conducting interviews. The advantage of using interviews as a method is that it allows respondents to raise issues that the interviewer may not have expected. All interviews with employees, management, and technicians were conducted by the corresponding researcher, on a face-to-face basis at workplace. All interviews were recorded and transcribed.
The main tool for gaining primary information in practical research is questionnaires, due to the fact that the researcher can decide on the sample and the types of questions to be asked [2].
In this dissertation, each respondent is requested to reply to an identical list of questions mixed so that biasness was prevented. Initially the questionnaire design was coded and mixed up from specific topic based on uniform structures. Consequently, the questionnaire produced valuable data which was required to achieve the dissertation objectives.
The questionnaires developed were based on a five-item Likert scale. Responses were given to each statement using a five-point Likert-type scale, for which 1 = “strongly disagree” to 5 = “strongly agree.” The responses were summed up to produce a score for the measures.
The data was also obtained from the expert’s opinion related to the comparison of the knowledge, management, collaboration, and technology utilization including their sub-factors. The data obtained in this way was used for prioritization and decision-making of OSH, improving factor priority. The prioritization of the factors was using Saaty scales (1–9) and then converting to Fuzzy set values obtained from previous researches using triangular fuzzy set [7].
The researcher has measured the workplace environment for dust, vibration, heat, pressure, light, and noise to know how much is the level of each variable. The primary data sources planned and an actual coverage has been compared as shown in Table 1.
Planned versus actual coverage of the survey.
The response rate for the proposed data source was good, and the pilot test also proved the reliability of questionnaires. Interview/discussion resulted in 87% of responses among the respondents; the survey questionnaire response rate obtained was 71%, and the field observation response rate was 90% for the whole data analysis process. Hence, the data organization quality level has not been compromised.
This response rate is considered to be representative of studies of organizations. As the study agrees on the response rate to be 30%, it is considered acceptable [8]. Saunders et al. [2] argued that the questionnaire with a scale response of 20% response rate is acceptable. Low response rate should not discourage the researchers, because a great deal of published research work also achieves low response rate. Hence, the response rate of this study is acceptable and very good for the purpose of meeting the study objectives.
The pretest for questionnaires, interviews, and tools were conducted to validate that the tool content is valid or not in the sense of the respondents’ understanding. Hence, content validity (in which the questions are answered to the target without excluding important points), internal validity (in which the questions raised answer the outcomes of researchers’ target), and external validity (in which the result can generalize to all the population from the survey sample population) were reflected. It has been proved with this pilot test prior to the start of the basic data collections. Following feedback process, a few minor changes were made to the originally designed data collect tools. The pilot test made for the questionnaire test was on 10 sample sizes selected randomly from the target sectors and experts.
The secondary data refers to data that was collected by someone other than the user. This data source gives insights of the research area of the current state-of-the-art method. It also makes some sort of research gap that needs to be filled by the researcher. This secondary data sources could be internal and external data sources of information that may cover a wide range of areas.
Literature/desk review and industry documents and reports: To achieve the dissertation’s objectives, the researcher has conducted excessive document review and reports of the companies in both online and offline modes. From a methodological point of view, literature reviews can be comprehended as content analysis, where quantitative and qualitative aspects are mixed to assess structural (descriptive) as well as content criteria.
A literature search was conducted using the database sources like MEDLINE; Emerald; Taylor and Francis publications; EMBASE (medical literature); PsycINFO (psychological literature); Sociological Abstracts (sociological literature); accident prevention journals; US Statistics of Labor, European Safety and Health database; ABI Inform; Business Source Premier (business/management literature); EconLit (economic literature); Social Service Abstracts (social work and social service literature); and other related materials. The search strategy was focused on articles or reports that measure one or more of the dimensions within the research OSH model framework. This search strategy was based on a framework and measurement filter strategy developed by the Consensus-Based Standards for the Selection of Health Measurement Instruments (COSMIN) group. Based on screening, unrelated articles to the research model and objectives were excluded. Prior to screening, researcher (principal investigator) reviewed a sample of more than 2000 articles, websites, reports, and guidelines to determine whether they should be included for further review or reject. Discrepancies were thoroughly identified and resolved before the review of the main group of more than 300 articles commenced. After excluding the articles based on the title, keywords, and abstract, the remaining articles were reviewed in detail, and the information was extracted on the instrument that was used to assess the dimension of research interest. A complete list of items was then collated within each research targets or objectives and reviewed to identify any missing elements.
Data analysis method follows the procedures listed under the following sections. The data analysis part answered the basic questions raised in the problem statement. The detailed analysis of the developed and developing countries’ experiences on OSH regarding manufacturing industries was analyzed, discussed, compared and contrasted, and synthesized.
Quantitative data were obtained from primary and secondary data discussed above in this chapter. This data analysis was based on their data type using Excel, SPSS 20.0, Office Word format, and other tools. This data analysis focuses on numerical/quantitative data analysis.
Before analysis, data coding of responses and analysis were made. In order to analyze the data obtained easily, the data were coded to SPSS 20.0 software as the data obtained from questionnaires. This task involved identifying, classifying, and assigning a numeric or character symbol to data, which was done in only one way pre-coded [9, 10]. In this study, all of the responses were pre-coded. They were taken from the list of responses, a number of corresponding to a particular selection was given. This process was applied to every earlier question that needed this treatment. Upon completion, the data were then entered to a statistical analysis software package, SPSS version 20.0 on Windows 10 for the next steps.
Under the data analysis, exploration of data has been made with descriptive statistics and graphical analysis. The analysis included exploring the relationship between variables and comparing groups how they affect each other. This has been done using cross tabulation/chi square, correlation, and factor analysis and using nonparametric statistic.
Qualitative data analysis used for triangulation of the quantitative data analysis. The interview, observation, and report records were used to support the findings. The analysis has been incorporated with the quantitative discussion results in the data analysis parts.
The data were entered using SPSS 20.0 on Windows 10 and analyzed. The analysis supported with SPSS software much contributed to the finding. It had contributed to the data validation and correctness of the SPSS results. The software analyzed and compared the results of different variables used in the research questionnaires. Excel is also used to draw the pictures and calculate some analytical solutions.
The reliability of measurements specifies the amount to which it is without bias (error free) and hence ensures consistent measurement across time and across the various items in the instrument [8]. In reliability analysis, it has been checked for the stability and consistency of the data. In the case of reliability analysis, the researcher checked the accuracy and precision of the procedure of measurement. Reliability has numerous definitions and approaches, but in several environments, the concept comes to be consistent [8]. The measurement fulfills the requirements of reliability when it produces consistent results during data analysis procedure. The reliability is determined through Cranach’s alpha as shown in Table 2.
Internal consistency and reliability test of questionnaires items.
K stands for knowledge; M, management; T, technology; C, collaboration; P, policy, standards, and regulation; H, hazards and accident conditions; PPE, personal protective equipment.
Cronbach’s alpha is a measure of internal consistency, i.e., how closely related a set of items are as a group [11]. It is considered to be a measure of scale reliability. The reliability of internal consistency most of the time is measured based on the Cronbach’s alpha value. Reliability coefficient of 0.70 and above is considered “acceptable” in most research situations [12]. In this study, reliability analysis for internal consistency of Likert-scale measurement after deleting 13 items was found similar; the reliability coefficients were found for 76 items were 0.964 and for the individual groupings made shown in Table 2. It was also found internally consistent using the Cronbach’s alpha test. Table 2 shows the internal consistency of the seven major instruments in which their reliability falls in the acceptable range for this research.
Face validity used as defined by Babbie [13] is an indicator that makes it seem a reasonable measure of some variables, and it is the subjective judgment that the instrument measures what it intends to measure in terms of relevance [14]. Thus, the researcher ensured, in this study, when developing the instruments that uncertainties were eliminated by using appropriate words and concepts in order to enhance clarity and general suitability [14]. Furthermore, the researcher submitted the instruments to the research supervisor and the joint supervisor who are both occupational health experts, to ensure validity of the measuring instruments and determine whether the instruments could be considered valid on face value.
In this study, the researcher was guided by reviewed literature related to compliance with the occupational health and safety conditions and data collection methods before he could develop the measuring instruments. In addition, the pretest study that was conducted prior to the main study assisted the researcher to avoid uncertainties of the contents in the data collection measuring instruments. A thorough inspection of the measuring instruments by the statistician and the researcher’s supervisor and joint experts, to ensure that all concepts pertaining to the study were included, ensured that the instruments were enriched.
Insight has been given to the data collectors on how to approach companies, and many of the questionnaires were distributed through MSc students at Addis Ababa Institute of Technology (AAiT) and manufacturing industries’ experience experts. This made the data quality reliable as it has been continually discussed with them. Pretesting for questionnaire was done on 10 workers to assure the quality of the data and for improvement of data collection tools. Supervision during data collection was done to understand how the data collectors are handling the questionnaire, and each filled questionnaires was checked for its completeness, accuracy, clarity, and consistency on a daily basis either face-to-face or by phone/email. The data expected in poor quality were rejected out of the acting during the screening time. Among planned 267 questionnaires, 189 were responded back. Finally, it was analyzed by the principal investigator.
The data were collected from the company representative with the knowledge of OSH. Articles written in English and Amharic were included in this study. Database information obtained in relation to articles and those who have OSH area such as interventions method, method of accident identification, impact of occupational accidents, types of occupational injuries/disease, and impact of occupational accidents, and disease on productivity and costs of company and have used at least one form of feedback mechanism. No specific time period was chosen in order to access all available published papers. The questionnaire statements which are similar in the questionnaire have been rejected from the data analysis.
Ethical clearance was obtained from the School of Mechanical and Industrial Engineering, Institute of Technology, Addis Ababa University. Official letters were written from the School of Mechanical and Industrial Engineering to the respective manufacturing industries. The purpose of the study was explained to the study subjects. The study subjects were told that the information they provided was kept confidential and that their identities would not be revealed in association with the information they provided. Informed consent was secured from each participant. For bad working environment assessment findings, feedback will be given to all manufacturing industries involved in the study. There is a plan to give a copy of the result to the respective study manufacturing industries’ and ministries’ offices. The respondents’ privacy and their responses were not individually analyzed and included in the report.
The result of this study will be presented to the Addis Ababa University, AAiT, School of Mechanical and Industrial Engineering. It will also be communicated to the Ethiopian manufacturing industries, Ministry of Labor and Social Affair, Ministry of Industry, and Ministry of Health from where the data was collected. The result will also be availed by publication and online presentation in Google Scholars. To this end, about five articles were published and disseminated to the whole world.
The research methodology and design indicated overall process of the flow of the research for the given study. The data sources and data collection methods were used. The overall research strategies and framework are indicated in this research process from problem formulation to problem validation including all the parameters. It has laid some foundation and how research methodology is devised and framed for researchers. This means, it helps researchers to consider it as one of the samples and models for the research data collection and process from the beginning of the problem statement to the research finding. Especially, this research flow helps new researchers to the research environment and methodology in particular.
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\n\n4.2 Nothing in this Publication Agreement shall have the effect of excluding or limiting any liability for death or personal injury caused by negligence or any other liability that cannot be excluded or limited by applicable law.
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\n\n6.1 Unless prevented from doing so by events outside its reasonable control, IntechOpen, in its discretion, agrees to publish the Chapter attributing it to the Corresponding Author and any Co-Author.
\n\n6.2 IntechOpen has the right to use the Corresponding Author’s and any Co-Author’s names and likeness in connection with scientific dissemination, retrieval, archiving, web hosting and promotion and marketing of the Chapter and has the right to contact the Corresponding Author and any Co-Author until the Chapter is publicly available on any platform owned and/or operated by IntechOpen.
\n\n6.3 IntechOpen is granted the authority to enforce the rights from this Publication Agreement, on behalf of the Corresponding Author and any Co-Author, against third parties (for example in cases of plagiarism or copyright infringements). In respect of any such infringement or suspected infringement of the copyright in the Chapter, IntechOpen shall have absolute discretion in addressing any such infringement which is likely to affect IntechOpen's rights under this Publication Agreement, including issuing and conducting proceedings against the suspected infringer.
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\n\n7.1 Further Assurance: The Corresponding Author shall and will ensure that any relevant third party (including any Co-Author) shall, execute and deliver whatever further documents or deeds and perform such acts as IntechOpen reasonably requires from time to time for the purpose of giving IntechOpen the full benefit of the provisions of this Publication Agreement.
\n\n7.2 Third Party Rights: A person who is not a party to this Publication Agreement may not enforce any of its provisions under the Contracts (Rights of Third Parties) Act 1999.
\n\n7.3 Entire Agreement: This Publication Agreement constitutes the entire agreement between the parties in relation to its subject matter. It replaces and extinguishes all prior agreements, draft agreements, arrangements, collateral warranties, collateral contracts, statements, assurances, representations and undertakings of any nature made by or on behalf of the parties, whether oral or written, in relation to that subject matter. Each party acknowledges that in entering into this Publication Agreement it has not relied upon any oral or written statements, collateral or other warranties, assurances, representations or undertakings which were made by or on behalf of the other party in relation to the subject matter of this Publication Agreement at any time before its signature (together "Pre-Contractual Statements"), other than those which are set out in this Publication Agreement. Each party hereby waives all rights and remedies which might otherwise be available to it in relation to such Pre-Contractual Statements. Nothing in this clause shall exclude or restrict the liability of either party arising out of its pre-contract fraudulent misrepresentation or fraudulent concealment.
\n\n7.4 Waiver: No failure or delay by a party to exercise any right or remedy provided under this Publication Agreement or by law shall constitute a waiver of that or any other right or remedy, nor shall it preclude or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall preclude or restrict the further exercise of that or any other right or remedy.
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\n\n7.7 No partnership: Nothing in this Publication Agreement is intended to, or shall be deemed to, establish or create any partnership or joint venture or the relationship of principal and agent or employer and employee between IntechOpen and the Corresponding Author or any Co-Author, nor authorize any party to make or enter into any commitments for or on behalf of any other party.
\n\n7.8 Governing law: This Publication Agreement and any dispute or claim (including non-contractual disputes or claims) arising out of or in connection with it or its subject matter or formation shall be governed by and construed in accordance with the law of England and Wales. The parties submit to the exclusive jurisdiction of the English courts to settle any dispute or claim arising out of or in connection with this Publication Agreement (including any non-contractual disputes or claims).
\n\nLast updated: 2020-11-27
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