presentation by siran mukerji and purnendu tripathi
DESCRIPTION
Presentation on "Integrated and Networked Support Services through SIS and LMS" of Arab Open University, Saudi Arabia Branch.TRANSCRIPT
Integrated and Networked Support Services through Student Information System (SIS) and Learning Management System (LMS)
Dr. Siran Mukerji & Dr. Purnendu Tripathi Arab Open University, Riyadh, (Saudi Arabia)
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Arab Open University Established in June 2001 with
headquarters in Kuwait. Six branches in Kuwait, Lebanon, Jordan,
Egypt, Bahrain and Saudi Arabia. Provides higher education through
system of coordinated open learning. Academic partnership with Open
University, UK. Offers programs in Business
Administration, IT and Computing, and English Language and Literature.
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ARAB OPEN UNIVERSITY AND ITS BRANCHES
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AOU-Saudi Arabia Branch Established in October 2002 in Riyadh. Initial enrollment of 3672 in 2003-2004. In 2006-2007, the enrollment was 7297. Four regional centers in Jeddah, Al Ahsa,
Medina and Hail. Female enrolment varies between 33%
and 39% with majority enrolling in IT program followed by Business program.
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AOU-KSA BRANCH AND ITS REGIONAL CENTRES
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Enrolment Trend
Semester Total FreshTotal
Registered% Female
(Fresh)% Female (Registered
)
2002-03 1st 85 18.8
2002-03 2nd 1570 1519 24.1 25
2003-04 1st 2807 3039 31 31.5
2003-04 2nd 1243 3580 32.1 32.9
2004-05 1st 2444 5021 36 36.6
2004-05 2nd 1104 5136 31.4 37.4
2005-06 1st 1278 5357 40 39.2
2005-06 2nd 1176 5675 28.7 39.4
2006-07 1st 3084 7074 32.9 38.6
2007-08 2nd 922 42.5
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Enrollment Trend in AOU-KSA
0
2000
4000
6000
8000
10000
12000
Semester
Enrolment
Total Fresh
Total Registered
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Program wise Enrolment
IT Business English
Semester Tot
al F
resh
Tot
al R
egd.
Tot
al I
T
Tot
al F
resh
Tot
al R
egd.
Tot
al B
usin
ess
Tot
al F
resh
Tot
al R
egd.
Tot
al E
ngl
ish
Tot
al F
resh
Tot
al R
egis
tere
d
2002-03 1st 55 55 23 23 7 7 85
2002-03 2nd 842 811 1653 536 518 1054 192 190 382 1570 1519
2003-04 1st 1488 1614 3102 962 1045 2007 357 380 737 2807 3039
2003-04 2nd 686 1947 2633 404 1189 1593 153 444 597 1243 3580
2004-05 1st 1282 2743 4025 859 1686 2545 303 592 895 2444 5021
2004-05 2nd 568 2797 3365 419 1773 2192 117 566 683 1104 5136
2005-06 1st 639 2901 3540 477 1856 2333 162 600 762 1278 5357
2005-06 2nd 601 3079 3680 487 2039 2526 88 557 645 1176 5675
2006-07 1st 1505 3834 5339 1331 2630 3961 248 610 858 3084 7074
2006-07 2nd 1279 4318 5597 1242 3133 4375 156 612 768 2677 8063
2007-08 1st 1330 5861 7191 1102 4612 5714 227 854 1081 2659 11327
2007-08 2nd 435 435 418 418 69 69 922
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Program wise Enrolment
0
1000
2000
3000
4000
5000
6000
7000
8000
Semester
Enrolment Total IT
Total Business
Total English
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Program Delivery
Synergy of face to face teaching and online learning management.
Main components used are study material, face to face tutorials, teleconferencing, computer and multimedia labs, and online learning platform.
Online support provided by Learning Management System (LMS) and Student Information System (SIS) which make a continuous networked learning environment.
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Integrated and Networked Support Services
Learner Support Service is provided online through:
Student Information System Learning Management System
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Student Information System (SIS)
Online system for: Admission and registration; Study schedule; and Result and transcript.
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Main Page of SIS
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Registration and Class Schedule
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Generation of Class List
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Student Transcript
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Learning Management System (LMS)
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Main page gives information on:
List of courses assigned to the tutors or students.
Link for course calendar and e-library.
Various kinds of announcements. Major events related to the course. Messages received by tutor or
students.
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Link to Specific Course Page
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LMS is used in two ways:
1. Guidance and Counseling2. Student Learning
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Guidance & Counseling Interaction with the Participants. Teaching and guidance activities:
Assignments Chats Forums Questionnaire Resources
Administration (editing course information, performance reports, uploading additional material).
My Courses (For moving between courses). Events (group/ course/ individual learner)
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Interaction with Interaction with ParticipantsParticipants
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Teaching through Assignments
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Feedback on Student Performance
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Forum for Information Sharing and Discussion
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Resource Sharing
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Report Generation
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Event Announcement
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Student Learning
Online submission of assignment. Access to course information. Access to learning resources. Performance feedback as tutor
comments, grades/marks. Exchange course related
information through group forum.
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Student Assignment and Grading
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Effectiveness of LMS A study was conducted to determine the
effectiveness of LMS on three core dimensions:1. Access and equity to learning environment2. LMS as a teaching and learning resource3. Performance assessment
Feedback was taken from 80 students of Riyadh Branch belonging to all three programs (IT, Business and English).
Instrument used was a questionnaire – offline and online.
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Access and equity to learning environment: Easy to logon to the main page. Usually access once a week except during
tutorials and assignment submission. User friendly and easy to navigate.
LMS as a teaching and learning resource: Useful learning resource as it provides updated
class schedule, course details, problem solving platform.
Multimodal teacher-learner interaction forum. Dependent on tutor concerned and how proactive
tutor is in using the LMS as a tool for providing learning resources.
Findings:
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Performance assessment: LMS as a tool for continuous
assessment. Ease in submission of assignments. Helps in learning from assignments. Reduced response time.
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Difficulties faced in using LMS and SIS:
Inability of the students to open the LMS and SIS webpage occasionally.
Problem with user id and password. Non integration of LMS with SIS. Effectiveness depended on:
the attitude of the teachers, their deftness towards handling the LMS, regularity in using the LMS for information
dissemination, sensitivity of the teachers towards
educational needs of the students.
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Suggestions
Need for adequate orientation for students and teachers towards effective utilization of LMS and SIS.
Initial sensitization required to make the teachers aware of the various needs of the students studying through ODL mode.
Teachers from conventional system should be made aware of the benefits and importance of the online learning resource.
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Need for a single sign on system for LMS as well as SIS.
Integration of teaching and learning activities with student support system.
Need for integrating and channelizing the online system with the conventional system of program delivery by the teachers.
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Thank you…..Merci beaucoup……