T he Libyan Arab International Conference on Electrical and Electronic Engineering LAICEEE 32-32/01/3101

An Assessment Study and the Design of E-learning System Strategy in

Computer Science Department of Sirte University

Melvin Ballera Ziyad Hazim Abid Jabbar

Sirt University Sirt University
maballera@yahoo.com.ph ziyadha68@hotmail.com

Abstract: In light of the great flood of information, change, and tremendous growth of
development of knowledge, it has become necessary to think and adapt new technique in
educating and training people through the use of global information network; the e-
learning. E-learning is commonly referred to the intentional use of networked information
and communications technology in teaching and learning. It is a procedural in character that
aims to effect the construction of knowledge with reference to individual experience,
practice and knowledge of the learner and pedagogical strategy. Today, Libyan educators
have not fully implemented or not progressively implementing e-learning systems in the
university curriculum.

This research aims to assess and evaluate the readiness and preparedness of e-learning
implementation at Sirte University using several factors such as its technological
infrastructure and communication backbone, student‟s readiness and needs, and technical
know-how of its staff and the design of an e-learning architecture and strategy for the
development and implementation of e-learning system. This research also the start of a
series of papers related to e-learning as we progressively develop research on this field.

Keywords: e-learning, curriculum, ICT, pedagogy

Introduction
Change appears to be the only constant
in the field of information and
communication technologies and what was
avant-garde two years ago is today passé
(Naidu, 2006). The e-learning presentation
of Brandon Hall in 1995 exponentially
increased to its current 109 million related
sites and becoming inevitably considered
the fastest digital business and perfect area
for educating people. If coping with such
rapid change in the field is getting
increasingly difficult and complex, it is
even more difficult
when one tries to simplify the concepts and
processes and help academics and educators
who have to grapple with effective
educational delivery.
E-learning is commonly referred to the
intentional use of networked information
and communications technology in teaching
and learning. For more in-depth definition,
it is a procedural in character that aims to
effect the construction of knowledge with
reference to individual experience, practice
and knowledge of the learner and
pedagogical strategy. Normally, e-learning
 ‫ طرابلس ليبيا‬3101/01/32-32 ‫المؤتمر الدولي العربي الليبي الرابع للهندسة الكهربائية واإللكترونية‬
is an educational training delivered in
digital form to help learn the content, and
improve organizational performance by
training, educating and enhancing
knowledge of group of learners. This
educational technology provides a blended
learning among the students and educators
in university while trying to improve
learning outcome. E-learning is rich in
content, interactive and uses different media
and delivered via the Internet,
intranet/extranet, audio or video tape,
satellite TV, and CD-ROM. It can be self
face paced or instructor led and includes
media in the form of text, image, animation,
streaming video and audio.
As an evident of the success of e-
learning, company profits increased steadily
as predicted by Chambers in 2000 and more
and more company adopted to e-learning
environment (Barbara, 2002; van Dam,
2002; and eLearning Guild, 2006;Quin,
2009) for training their workforce in a
different and diversified location. In
education, several higher institutions
migrated to e-learning, taking up the
pedagogical strategy of McDonalds (2007),
Mayes (2005) for its conceptualization
cycle, Laurillard (2007) for its
conversational model and Salmon (2004)
for its moderation and instructional delivery
while adapting the strategy of Carter and
Lange (2005), Kent (2007) and Karrer
(2009) implementation. Today, more and
more university established their e-learning
systems to support their learners at all
levels. Thus adopting and adapting to “e-
learning” is unavoidable for everyone in
society and in particular in education
setting (Collis & Moonen, 2005).
Like in most developing countries, the
use of ICTs and implementation of e-
learning in Libya are still in early stage.
While some Libyan universities, such as
Alfateh University, Garyounis University,
and Sirt University have the basic ICT
infrastructure (such as computers, Internet
access, and a local area network), they still
use the “traditional” model of education;
this model is based on face-to-face
interactions in and outside of, classroom
between students and teachers, and learning
activities that are only available on campus.
Libyan Open Universities (LOPs) offer
students the opportunity to study at home;
however, the learning experiences are
traditional too, as the universities rely
largely on printed learning materials
(Rhema & Miliszewska, 2010).
This research aims to assess and
evaluate the readiness and preparedness of
e-learning implementation at Sirte
University using several factors such as its
technological infrastructure and
communication backbone, student‟s
readiness and needs, and technical know-
how of its staff and the design of a standard
e-learning architecture and strategy for the
development and implementation e-learning
system.
ICT Infrastructure and Readiness
of the University
Integrating ICT can help teachers and
leaders expand learning possibilities to
create effective contemporary learning
environments where students and teachers
use technology purposefully and flexibly to
improve student learning outcomes.
Widespread demand for this technology and
increasing student numbers may, however,
consume any future increase in capacity.
Access to this infrastructure is therefore a
 T he Libyan Arab International Conference on Electrical and Electronic Engineering LAICEEE 32-32/01/3101
key determinant of a college‟s ability to
deliver teaching and learning effectively.
At the university, there are 5 Computer
Laboratory with 30 computers each; enough
to cater the 250 students enrolled in
Computer Science Department. Internet
connection is limited only in 2 laboratories.
Currently the total bandwidth is 10Mbps
and expecting change in the near future.
According to the survey, 90% of the
students have internet connection in their
house; enough to support the Internet based
delivery of the e-learning system. Students
are 100% digitally connected using mobile.
Local area networks (LAN specification
improved steadily between and 2005 up to
date and still upgrading. The college
upgrades their LANs to make best use of
the bandwidth with 100Mbs Ethernet and
Wireless network. The computer per
student ratio is 1:1 however it is not being
maximized. Improvements in access to the
Internet decline in the last few months of
this year due to cable disruptions during
building constructions. The target of one
internet-connected for every permanent
member of the teaching staff is not yet
achieved, however all staff can access
Internet using their respective account.
College intranets and networks
continued to be extensively used for
learning specifically for computer subjects
married with applications in the laboratory.
Almost 100% of the learning material used
is at the discretion of individual teacher.
According to the survey, the Internet is the
most frequently used source of learning
materials with 95% while the remaining 5%
preferred books and stock knowledge. The
reuse of e-learning materials is also taking
place in the department. Interestingly,
materials were likely updated before reuse.
Given the extent of updating and
repurposing identified, ease of modification
is clearly a key element for materials reuse.
Students‟ access to a reasonably robust
infrastructure gives access to electronic
resources. Limited resources, taken up by
individual enthusiasts, can begin to produce
e-learning. However, management time has
to be committed to facilitate access and to
plan and set targets, and information has to
flow from the teaching and learning process
to the management process. Teaching staff
also need access to ICT, and their
competence and confidence with ICT need
to be improved. They could then engage
with e-learning and develop their own
resources. All these developments need to
be in place so that e-learning can be widely
implemented and begin to transform
teaching and learning.
Challenges for the Design of E-
learning
Although admittedly young, Libyan is
striving to fasten the development of e-
learning with the help of UNESCO and
various projects of the government. Libyan
ICT is exponentially growing as shown in
world ranking in networked readiness index
and web assessment index (Ballera &
Ziyad, 2010). Thus, Sirt University will
take advantageously with these
developments and plan to introduce an e-
learning design and strategy. However, the
university faces many challenges in terms
of the implementation of ICT and e-
learning in teaching and learning. These
challenges are associated with: culture and
language, technology, attitudes towards e-
learning, curriculum design and
development, and management support for
e-learning initiatives.
 ‫ طرابلس ليبيا‬3101/01/32-32 ‫المؤتمر الدولي العربي الليبي الرابع للهندسة الكهربائية واإللكترونية‬
Different people have different
perceptions of ICT and e-learning based on
their backgrounds. Notably, the design of e-
learning must consider cultural differences
and context sensitivity issues especially in
its learning environment. For instance, in
Libya, the design should consider
appropriate reading directions, right-to-left
to suit the Arabic language; likewise, text
justification and navigation systems should
be fixed on the left hand side. In addition,
the choice of icons, symbols, objects, and
colors needs to be carefully considered; for
example, to many users in the Western
countries will find an image of a dog on a
Web page harmless, or indeed friendly,
whereas users in Libya would find a similar
Web page quite offensive (Rhema &
Miliszewska, 2010).
The technology infrastructure as
mention in the previous chapters is
significantly considered, however in e-
learning development, constant Internet
connection needs to be uninterruptable.
Moreover, networks design, hardware
specifications, softwares, videos, audios
and supporting data for the learners must be
available. While computer laboratories are
available in the university, the lack of
adequate network facilities places serious
restrictions on Internet access. The use of
educational software within institutions is
limited too due to unavailability of Arabic
products in the market. Further, the
technical support is almost unavailable,
which leads to delays in installation,
operation and maintenance of equipment
and software and further discontinuance of
users.
Student attitudes and motivation is a
factor that affects students‟ satisfaction and
capacity: “Highly motivated students
perform well in most cases whereas non-
motivated students tend to drop out”
(Andersson & Gronlund, 2009). Personal
motivation is one of the main reasons for
success or failure in the integration of ICTs
and adopting e- learning in the classroom
setting. ICT increases student engagement
because it provides opportunities to shift
from teacher-centered to student-centered
learning which attracts students and leads
them to enjoying learning. However, many
students, particularly those who struggle
with computers, lack motivation for e-
learning, because the lack of exposure
makes it difficult for them to appreciate its
potential benefits.
Curriculum is becoming more dynamic
and interactive as a result of the many kinds
of ICT based learning activities, projects
and software applications (UNESCO,
2005). Hu and Webb (2009) stated that
“regardless of the amount of technology
and its sophistication, technology will not
be used unless faculty members have the
skills, knowledge and attitudes necessary to
infuse it into the curriculum.” The
curriculum and pedagogical methods need
to be modified and developed to employ
ICT application effectively, and fit to e-
learning setting (Andersson & Gronlund,
2009; Rhema & Miliszewska, 2010). At
Sirte, the curriculum dated 2006 is obsolete
and need to be reviewed and modified
accordingly. The pedagogical scenarios for
e-learning settings require assistance from
educational developers with experience in
e-learning; such expertise is not fully
available at the university.
Without support from top management,
an e-learning program will probably not
survive. Teachers and Trainors generally
are more motivated and committed when
they feel supported and encouraged by the
administrators. According to Mapuva
 T he Libyan Arab International Conference on Electrical and Electronic Engineering LAICEEE 32-32/01/3101
(2009), “Institutional leaders are a
determinant factor, given their decision-
making roles which could either make-or-
break the e-earning projects by either
facilitating or impeding its implementation
within their institutions.” So, administrative
support can be regarded as essential to the
successful adoption of ICTs into the
educational processes. At Sirte University,
the lack of ability to deal with educational
problems will take some time due to
understanding of the technical, financial,
pedagogical, and administrative dimensions
of ICTs in education.
E-Learning Strategy
An e-learning strategy is needed to help
focus resources including infrastructure,
staff development and support. There are
many instances of good practice around the
University, but there is insufficient support
available. The University needs to build
capacity and skills to be ready and able to
respond quickly to, and benefit from, the
fast moving changes of an increasingly
networked world.
Sirt University needs to position itself
well in Libyan academic level. There are
many different visions and models for e-
learning and its implementation, but a
unique strategy is needed to suit its own
mission and circumstances. The features
and best practice and information from
benchmarking exercises is considerably
taken which served as guiding principles in
creating e-learning strategy such as the
work of Salmon (2005) and Norfolk (2009)
in e-learning and pedagogical framework,
Kent (2007) for its implementation, JISC
(2007) for effective feedback and
assessment and others. E-learning has the
potential to transform teaching and learning
at the university.
The following are specific aspects of
ICT to be developed in Sirt are outlined as
part of the strategic priorities.
Priority 1. Engaging and involving
staff and learners – Information drive:
Computer Science Department will work
with all stakeholders, partners and learners
to continue to develop a common vision
and understanding about the use of ICT in
learning. Several classes will undergo with
the beta version program to measure
students performance. Student will have a
technological innovation at the same time
cultural immersion and eliminating
language barrier. Staff members will
continue to promote and support the leading
edge developments by actively participating
and involving with the whole process.
Developers will work with partners through
the university to facilitate and support the
utilization of funding and infrastructure
initiatives. A one year plan is needed for
students to appreciate the new technology,
as students‟ increases awareness, so is the
management.
Priority 2. Building a common ICT
infrastructure to support transformation
and reform – the university current ICT
infrastructure needed major revamp, so
requesting for an immediate improvement
to management is a surely thumbs down;
management is hesitant in changing the
current set-up especially when it involves
cost and return of investment takes time. By
gradually improving, management will be
able to ready themselves and have ample
time to think. For the ICT infrastructure
specifically for e-learning implementation
the BECTA (2007) standards will be used
in a 5 year plan installment system
modification. The BECTA developed by
UK is a standardized system for technical
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specification and institutional infrastructure content delivery and tracking. This is

for e-learning system. The university will illustrated by Figure 1.
develop a simple technical framework
based on Becta to provide clear steps in
managing learning environment.

Priority 3. Improved CS Curriculum

and Course Content Management – the
university needs to modify and change the
curriculum to infuse the technological
innovation in delivering education.
Currently, several courses have been
collided with other courses. The IT
education is considered young since it
started in the early year of 2000, pre-
requisite and co-requisite must follow
Figure 1. Learning Content Management
international standard to provide
System
incremental learning. Teaching staff
developed their own teaching materials
Most LCMSs will have the following
without checking and monitoring content of
features: course content delivery
other courses, a need for making standards.
capabilities; management of online class
In developing the e-learning content, the
transactions; tracking and reporting of
university will coordinate with academic
learner progress; assessment of learning
press and suppliers to make high quality
outcomes; reporting of achievement and
digital content and learning resources
completion of learning tasks; and student
available to schools and learners and
records management. It is likely that the
consultation among peers
next generation of LMSs will have
additional features such as better
Today, most e-learning incorporate a
collaborative learning tools and better
learning content management system
integration with other complementary
(LCMS), which is a set of software tools
systems, and with portable and wireless
that enables the, storage, use and reuse of
(mobile learning) devices. It is also
the subject matter content. Contemporary
suggested that the next generation of LMSs
organizations recognize that the use of
is going to be increasingly browser-based
online learning management systems have
and less reliant on umpteen downloads or
the potential to significantly improve their
plug-ins on the user‟s desktop. They will
image and value, as well as access to their
have to be easier-to-use, more robust,
services.
scalable and more easily customizable.
With the growing interest in the sharing of
An LCMS might consist of a whole
study materials, they are also likely to
range of different software and systems that
comply more with industry standards and
interrelate, share data and contribute to
with complementary systems.
learning management. A VLE refers to a
specific piece of software that enables
learners and staff to interact, and includes
 T he Libyan Arab International Conference on Electrical and Electronic Engineering LAICEEE 32-32/01/3101

Priority 4. Provide a Pedagogical Design

for E-learning - it is widely acknowledged
that the role and influence of information
and communications technology on
learning and teaching is optimized
especially when it is skillfully integrated
into the educational environment. For this
to happen, we need to focus our attention
foremost, on the careful design of the
learning experience rather than the Figure 2. Core Components of E-Learning
presentation of the subject matter content or Environment – Pedagogic, GUI, CMD and
the technology. This means careful Feedback and Assessment
orchestration of what the learners are going E-learning with multimedia and
to do in the learning environment. graphical user interface is fashionable in
virtual learning environment (Malayeri &
The university crafted its own e-learning Rezaei, 2004). These interfaces can
environment design using four components improve quality of education by increasing
and shown in Figure 2. The four attention of educational subjects and
components are pedagogical design, the providing instructions when a learner is lost
graphical user interface and multimedia, the or provide help during problem solving.
content management and feedback and Adding some plug-ins in e-learning
assessment. The pedagogical design will be environment like relative sound, electronic
discussed in detailed and GUI while LCMs noting, chat, colors combination, videos
discussed in Priority No. 3 and feedback increases the curiosity and motivate the
and assessment will be discussed in priority learners to continue navigating the
no. 5. environment. The university observed that
students tend to become more interested in
This concept of “learning by doing” has the learning process if they see computer
been popularized, among others, by Roger applications and allowing them to interact
Schank and his collaborators and it is at the with the environment.
heart of pedagogical designs that stand to
optimize e-learning (Schank, 1997). These
pedagogical designs include “scenario
based learning”, “goal-based learning”,
“problem based learning”, “case-based
learning” (Carrol & Rosson, 2005),
“learning by designing” (Newstetter, 2000),
and “role-play-based learning”. These
pedagogical designs are grounded in the
principles of constructivism and situated
cognition, and in the belief that learning is
most efficient and effective when it is
contextualized and when it is based on real
world or similarly authentic settings. Figure 3. Operational Model of the E-
Learning at Sirte University
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The operation model in Figure 3 is used
by the university as guiding principles, and
responding to previous consultations
involving e-learning strategies, we have
developed an enabling organizational
structure to support the development of e-
learning to enhance the range of pedagogic
uses of e-learning by staff and students.
This structure consists of an e-learning
committee, Learning Technologist, Faculty
Learning Technologists, and departmental
cluster heads. The University will also:
provide and fully support a range of core
technologies, and assist with evaluating
peripheral technologies provide information
and support to academic departments to
help them decide on, implement and
evaluate their e-learning developments,
including the appropriate use of educational
technologies, instructional/learning design,
quality considerations and staff
development needs and to provide
appropriate staff development.
Priority 5. Provide an Assessment,
Feedback and e-Moderation for
Learners - Assessing learning outcomes is
concerned with determining whether or not
learners have acquired the desired type or
level of capability, and whether they have
benefited from the educational experience
(i.e., have they learned, and how their
performance has changed). A measure of
learning outcomes requires learners to
complete tasks, which demonstrate that
they have achieved the standards specified
in the learning outcomes. In order to
ascertain the most realistic and valid
assessment of performance, these task(s)
have to be as similar to on-the-job
conditions, that is, as authentic as possible
(Naidu, 2006).
A major purpose of assessment in
education is the improvement of learning.
At the university, only quiz is used to
measure the performance of the students. In
the case of e-learning online assessment is
necessary to be included in the design. A
range of measures of achievement is
necessary to assess the wide variety of
skills and competencies that need to be
acquired. It is important to clearly specify
and communicate the basis for all
assessment measures. When this is the case,
assessment can serve as a powerful
teaching tool.
Assessment activities are most effective
when they are accompanied with feedback.
At the simplest level, feedback is aimed at
correcting errors in understanding and
performance. However, like the assessment
of learning outcomes, the provision of
feedback is a lot more complex process.
Feedback is usually designed to inform
learners about the quality and/or the
accuracy of their responses. This kind of
feedback is specific and directly related to
the performance of the prescribed task. It
may be delivered directly to the learners, or
mediated by information and
communications technology. Feedback can
be directed at different aspects of learning.
Some feedback is primarily designed to
influence affective learning outcomes such
as motivation. Others might be directed at
understanding of subject matter content.
Moderation of the learning process
comprises supporting learning with the help
of a variety of instructional interventions. It
is an integral part of any educational
context and is often carried out by teachers
and tutors as well as students themselves.
For e-learning, e-moderation refers to the
acts of managing, facilitating and
 T he Libyan Arab International Conference on Electrical and Electronic Engineering LAICEEE 32-32/01/3101
engendering group based computer-
mediated communication. Example, using
the synchronous mode, even though the
participants may be physically separated
from one another, the communication takes
place in real time (i.e., they are logged on at
the same time and reacting to each other‟s
comments as soon as these are received). At
the university, they are studying the
possibility of engaging such scenario while
some disagree for the moment and wait till
e-learning implementations is mature.
Priority 6. Provide ICT Training and
Support for Practitioners and Developers
– Using blended approaches, this will
enable school staff to engage in more
personalized training with increased choice
of where and when they engage in learning.
The university will facilitate networks for
practitioners, making use of electronic
communication and video conferencing to
develop communities of professional
learners. Thus, they will develop a flexible
continued professional development
program for all school staff.
In order to achieve the priorities above
and to provide a coherent set of support
structures and arrangements, the university
will seek and create a dedicated team. This
will be supported by funding mechanisms
from the university. The team will oversee
the development of all work related to the
strategic priorities through project based
implementation.
Conclusion
In this paper, we studied the current ICT
infrastructure of Sirte university and
students and technical capability of the staff
members and found out that there are still a
lot to be done in upgrading the information
and communication technology of the
university. Applying the Becta architecture
for ICT, the university could afford to
implement e-learning if given the chance to
upgrade and update the current ICT setting.
The five challenges has been addressed in
e-learning development such as culture and
language, infrastructure, motivation and
student awareness, curriculum design and
management supports. These challenges
also incorporated in the 6-Plan priority for
e-learning strategy of Sirte University.
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