[论文解读] Individual and Social Requirement Aspects of Sustainable eLearning Systems

Ahmed D. Alharthi, Maria Spichkova|arXiv (Cornell University)|Jan 16, 2017

Innovative Teaching and Learning Methods被引用 4

一句话总结

本文提出了一种面向可持续电子学习系统的需求工程（RE）框架，聚焦个体与社会维度，以增强人类与社会可持续性。通过综合多项研究的发现，识别出关键需求——如协作、以学习者为中心的设计、领导力发展以及材料复用——从而提升教学质量与系统的长期可行性。

ABSTRACT

Internationalization of the higher education has created the so-called borderless university, which provides better opportunities for learning and increases the human and social sustainability. eLearning systems are a special kind of software systems, developed to provide a platform for accessible teaching and learning, including also online access to learning materials and online support for learning and teaching. The aim of our current work is to extract, analyse, and combine the results from multiple studies in order to develop an RE framework for sustainable eLearning systems. We call a system sustainable, if it has a positive effect on and whose direct and indirect negative impacts resulting from its development, deployment, and usage are minimal. Sustainability has various dimensions. We classify sustainability requirements of eLearning system to five dimensions: individual (human), social, technical, environmental, and economic. In this paper, we focus on human and social aspects (i.e., individual needs the relationship of people within society), as the eLearning systems have a very strong impact on human dimension of sustainability, where their impact on environmental dimension is rather small. This also provides us a basis to identify the corresponding requirements for sustainable eLearning systems. These requirements include collaboration, learner-centred features, leadership development and the reuse of the learning materials. As a result, achieving individual and social requirements for eLearning systems would provide higher quality of leaning and teaching, as well as better opportunities for learning and increasing the human and social sustainability.

研究动机与目标

• 应对国际化高等教育背景下对可持续电子学习系统日益增长的需求。
• 识别并分析超越技术与环境层面的可持续性需求，强调人类与社会维度。
• 开发一个专为可持续电子学习系统量身定制的全面需求工程框架。
• 突出以学习者为中心的特性与社会协作在提升长期系统可持续性中的关键作用。
• 通过可持续电子学习设计，为提升教学质量与社会包容性奠定基础。

提出的方法

• 对现有多项关于电子学习与可持续性的研究结果进行系统性综合。
• 将可持续性需求划分为五个维度：个体、社会、技术、环境与经济。
• 特别聚焦于个体与社会维度，因其对人类可持续性具有主导影响。
• 提取并分析与协作、以学习者为中心、领导力发展及内容复用相关的重复性需求。
• 将研究发现整合为一个结构化的可持续电子学习系统需求工程框架。
• 通过与现有电子学习与可持续性文献的一致性，验证该框架的相关性。

实验结果

研究问题

• RQ1 哪些关键的个体与社会需求有助于电子学习系统的可持续性？
• RQ2 在电子学习可持续性中，个体与社会维度的影响与技术与环境维度相比如何？
• RQ3 电子学习系统中的哪些具体功能有助于人类与社会可持续性？
• RQ4 如何将协作、以学习者为中心的设计以及材料复用整合进可持续电子学习框架？
• RQ5 领导力发展在提升电子学习系统长期可持续性方面发挥什么作用？

主要发现

• 个体与社会维度对电子学习系统中的人类与社会可持续性影响最大。
• 电子学习系统中的协作功能显著增强社会可持续性与学习者参与度。
• 以学习者为中心的设计对于提升教学质量与用户满意度至关重要。
• 通过电子学习开展的领导力发展有助于提升长期社会可持续性与机构韧性。
• 学习材料的复用可减少冗余并提高效率，从而促进系统的可持续运行。
• 所提出的RE框架能有效将个体与社会需求整合为一个连贯的可持续电子学习系统开发模型。