автореферат диссертации по информатике, вычислительной технике и управлению, 05.13.18, диссертация на тему:Система открытого образования на основе новых коммуникационно-информационных технологий

УРАЛЬСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ им. А.М. ГОРЬКОГО

На правах рукописи

Ю Габ Санг

СИСТЕМА ОТКРЫТОГО ОБРАЗОВАНИЯ НА ОСНОВЕ НОВЫХ КОММУНИКАЦИОННО-ИНФОРМАЦИОННЫХ

ТЕХНОЛОГИЙ

05.13.18 - математическое моделирование, численные методы и

комплексы программ

Научные руководители кандидат физико-математических наук, профессор Прокопьев В.П. кандидат физико-математических наук, доцент Близоруков М.Г.

Диссертация на соискание учёной степени кандидата физико-математических наук

Екатеринбург 2000

URAL STATE UNIVERSITY AFTER A.M. GORKY

On the rights of manuscript.

Gab-sang Yoo

Open Education System, based on Communication-and-Information Technologies

05.13.18 - mathematical modeling, numerical methods and complexes programs

DISSERTATION

for Candidate in Physics and Mathematics

Supervisors Candidate in Physics and Mathematics, Professor Prokopiev V.P. Candidate in Physics and Mathematics, Associated Professor

Blizorukov M.G.

Ekaterinburg 2000

PAGE OF CONTENTS

PAGE OF CONTENTS iii

LIST OF FIGURES v

LIST OF TABLES vi

Chapter Page

1. Introduction.............................................................. 1

2. Theoretical approach for the virtual educational system

2.1 The concepts of virtual education................................................5

2.2 Technical features of virtual education.......................................... 6

2.3 Theories of virtual education..................................................... 6

3. Configuration of virtual education system

3.1 System configuration.............................................................. 9

3.2 Basic functions of the configuiation............................................ 10

4. Implementation of relevant techniques

4.1 Configuration of middle-ware.................................................. 14

4.2 Needs for the configuration of middle-ware.................................. 15

4.3 Structure of middle-ware functions........................................... ,17 ^

4.4 Implementation method for individual modules........................... 18

4.5 development the methods of functions........................................ 27

5. Implementation of specific functions of modules

5.1 Tools for making lecture materials.................................................45

5.2 Distance learning system ..............................................................................................................50

5.3 Real time / Lecture on demand system................................................................................55

5.4 Distribution system ............................................................................................................................59

5.5 Distribution system ............................................................................................................................62

5.6 Integrated system for student management ....................................................................68

6. Operating method of virtual education system

6.1 Configuration of service environment.......................................... 73

6.2 Configuration of operating environment...................................... 73

6.3 Examples of universities........................................................... 79

7. Analysis of effects in operating virtual education system

7.1 Technical environment ..............................................................................80

7.2 Application of Business Simulation Game..........................................................................81

• 7.3 Case of operation virtual education system........................................................................81

7.4 Survey for analysis of effects..........................................................................................................83

7.5 Analysis of effects of distance lecture system................................................................85

8. Future development of virtual education system

8.1 Purpose of virtual education system............................................. 90

8.2 Configuration and operation of virtual education system................... 94

8.3 Expansion of the method of virtual education ............................... 101

9. Conclusion ....................................................................... 106

References........................................................................... 107

Appendix I

Certification of actuality.................................................................. 110

Appendix II

21C Information Technology Corp...................................................... 131

LIST OF FIGURES

Figure P«S«

3-1 Configuration of Distant Lecture and Study at Home..........................................9

4-1 Structure of techniques for the distant education and

Occupational education..................................................................................................................14

4-2 Illustrates the diagram of the structure of middle ware functions............17

4-3 Shows the detailed diagram of IntraMid-CGI................................................................18

4-4 IntraMid-Daemon Configuration..........................................................................................20

4-5 Shows the configuration diagram of IntraMid-Core............................21

4-6 IntraMid-Mgr Configuration .................................................................................................23

4-7 IntraMid-Board Configuration................................................................................................25

4-8 IntraMid-TCL Configuration....................................................................................................25

4-9 IntraMid-API Configuration......................................................................................................27

5-1 Structure of functions for making lecture materials..............................................45

5-2 Tools for making lecture materials service screens...............................................48

5-3 Structure of functions of operating tools for distant lecture............................50

5-4 Distance learning system for service screens..............................................................54

5-5 Configuration of Real time/On-Demand.............................................................55

5-6 Tools for making lecture materials service screens................................58

5-7 Information distribution system..............................................................................................59

5-8 Service screens of groupware system....................................................................61

5-9 Configuration of information service functions........................................................62

5-10 Student service system screen examples........................................................................67

5-11 Configuration of service functions..................................................................................68

5-12 Service menus of student management..........................................................................72

6-1 Configuration of service environment..................................................................................73

6-2 Development of cyber education sites..................................................................................79

LIST OF TABLES

Table page

5-1 Lecture system function for teachers........................................................................................50

5-2 Learning system function for students......................................................................51

5-3 Functions of distant education system for managers..................................................52

5-4 System functions implementation for real-time lecture............................................57

5-5 System functions of Group-ware....................................................................................................60

5-6 Information service system functions........................................................................................63

5-7 Student management system functions......................................................................................69

7-1 The students' opinion about the business simulation game..................................84

7-2 Results of T-test........................................................................................................................84

7-3 Effects of the distant lecture system........................................................................................86

7-4 According to the results of the AHP analysis..................................................................87

7-5 Relative significance of each fact in affecting lecture

(the result of AHP)......................................................................................................................................88

7-6 Results of regression analysis........................................................................89

7-7 Important functions for the effective

V »

distant lecture.........................................................................................89

8-1 Changes of the paradigm in the virtual education systems..............................90

8-2 Direction of the change in the paradigm of virtual education

(configuration and operation)............................................................................................................95

8-3 Table 8-3 Diagnosis of the virtual education methods................................................101

1. Introduction

The purpose of the research is to show the operating method of the study at home using Internet, under the rapidly changing educational environments, to experiment a virtual education system, and to examine the advantages, problems and the effects on the class-based education.

Within the rapidly changing environment of global economics, the environment of higher education of universities, also, has been, encountering various changes. In other words, popularization on higher education related to lifetime educational system, emphasizing the productivity of educational services and the acquisition of competitiveness through the open market of education is needed. Additionally, the breakdown of the ivory tower and the multiversity, importance of obtaining information in universities, and cooperation between domestic and oversea universities, industry-education cooperation system must also be acquired. Therefore, in order to adequately cope with these kinds of rapid changes in the educational environment, operating Cyber University by the utilization of various information technologies such as the Internet, E-mail, CD-ROMs, Interactive Video Networks (Video Conferencing, Video on Demand), TV, Cable and more are needed. Using information and telecommunication technologies, especially the Internet is expected to bring about many changes in the social, economic and educational arena. Among the many changes that scholars have predicted in the past, the development and fixation of Distance Learning or Cyber University is dominant.

Cyber University has already been established and in is under operation by the Federate Governments of 13 states. And many other universities (around 500 universities that has been open until now), with the help of the government and private citizens have been able to partly operate Cyber University and is planning on expanding the usage of the system step-by-step in the coming future. It could be seen not only as the U. S. trying to elevate its higher education through their leading information technologies, but also as their objective in putting efforts on subordinating the culture of the education worldwide. Many universities in U. S. A., for example, are already exporting its class lectures to China, Russia and Indonesia regions. Influenced by Cyber University in the U. S., the Universities in Korea are willing to arrange various forms of Cyber Universities. Presently, in Korea, over 70 domestic universities are either carrying out the operation of Cyber University or is to be operated in the near future.

In addition, the Department of Education has selected 5 universities, including Seoul Cyber Design University, for experimentation and is in the stage for strategic operation. From regular institutes to business study-and-training institutes, the preparation for undertaking Cyber University is under way. This form of Distance Learning goes beyond the walls of universities and is in the trend of being diffused in various business areas pr training programs for financial organizations. On top of this, with somewhat another form of Cyber University in abroad, not only the structure of Cyber University based on satellite but also internet-centered Distance Learning and Home Learning structures are established. And with this, language and specialized areas related to education is already being delivered to the foreign market without any discrimination. Of course, here, it focuses on the

Lecture Contents and also does not fail to send implications through the computer to everyone that in the 21st century interdependency of education and culture is inevitable.

On top of this, with somewhat another form of Cyber University in abroad, not only the structure of Cyber University based on satellite but also internet-centered Distance Learning and Home Learning structures are established. And with this, language and specialized areas related to education is already being delivered to the foreign market without any discrimination. Of course, here, it focuses on the Lecture Contents and also does not fail to send implications through the computer to everyone that in the 21st century interdependency of education and culture is inevitable.

In the thesis I would like to list the ideas of the Cyber University Open Educational System, which is one of a means of taking the responsibility of our education culture in the Internet cyber space, which has no national boundaries. Additionally, I hope that this could be somewhat of help to the Universities to lead its operational measures for establishing Cyber University in the 21st century to success.

System of "LIVE21" could be said as a general solution. A solution offered by the computer technologies for the management on the students, Lectures On Demand, real hour based and satellite, classes, media production lab for the production of the multimedia Contents, electronic library, the Groupware for exchanges of information between students and professors.

Here, the Cyber Specialists Training Institute System presented for one of the iuture vision, is to be processed through the Operational Testing / Dissemination / and the Establishment Stage annually and then, is to be

expanded. Additionally, in line with the trend that would bring technological progress in the 21st century, I am to present the trails that should be followed by integrating our industries and technologies for the great power of information technology. Recently, the development of the information and communication techniques and the extensive usage of Internet have led to the computerization and globalization in the various educational sectors. However, in fact, without much research on the theoretical background and effects, Internet in education area has been used as only an alternative or assistant tool for the traditional education method.

Therefore, in this thesis, firstly, we will show the efficient developing method of the virtual educational system using Internet and will develop the basic techniques based on the relevant theories and the system model. Secondly, using the developed system, we will examine a successful operation method with some strategies and goals. Thirdly, we will also provide some evidence by operating the virtual educational system and some recommendations for the future development of the virtual educational system.

CHAPTER 2 Theoretical approach for virtual educational system.

Although most literatures with relation to the virtual education system have emphasized on the practical value of this system, we will examine theoretical background in this chapter.

2.1 Concepts of virtual education.

The virtual education system has been developed through three generations (Seng-hoon Han 1996). While, in the first generation, correspondence education was carried by mail, in the second generation, remote education has been performed through radio or television due to the popularization of the broadcasting media. And then in the third generation, the education has been carried out using new media based on the information and telecommunication technologies, such as Internet. Recently, the concept of virtual education as a method for the third generation of education has been introduced. This method uses ultra-high speed communication network, providing learning system with super-speed communication network and distinguishing the new system from the existing virtual education system (Jong-yen Lee 1995). Therefore, the method of the virtual education can lead to innovative and long-term education system by utilizing a variety of educational engineering media and ultra-high speed communication network, taking the advantages of the multi-media based approach.

2.2 Technical features of virtual education.

Various technologies are used in the virtual education system, including Internet, e-mail, CD-ROMs, Interactive Video Network (VOD : Video Conferencing, Video on Demand , TV and Cable Network. Most recently, the technology of artificial satellite has been developed and used in the virtual education (Cosper 1996). In particular, the technique of the groupware, which integrates and operates these technologies, is important in performing the remote learning. Furthermore, the group-ware based on Intranet has become popular in this area (Wilder 1996).

Although the focus of the existing Intranet-based Groupware method for home-study has been an integrated operation of documents and images, the technique of Firewall would be more likely to be focused, due to the extension of ultra-high speed communication network and the used of artificial satellite. In addition, the environmental configuration for the two-way processing of multi-media information and the pro-educational system such as Computer Aided Instruction or Intelligent Tutoring System would become popular in the near future (Pearson 1996).

2.3 Theories of virtual education.

The effects of the virtual education can be examined by three theories (Sang-hoon Han 1996). First, Theory of Autonomy and Independence (Delling 1975, Wedemeyer 1981, Moore 1983). In this theory, the virtual education assists the learners to independently plan and decide the purpose, content, method and assessment of education. Without much communication with the teacher and the fellow students, the distant learners are required to

have high endurance, determination and self-control, thus they should have the ability of autonomy and independence. Based on this aspect, thé distant lecture using Hypermedia of Internet can be helpful in studying autonomously and independently (Ward 1994, Carley 1996).

Second, Theory of Interaction (Holmberg 1983; Sewart 1981; Baath 1982; Garrison 1989). This theory focuses on the communication between the teacher and student or fellow groups of students. The communication of virtual education system, hence, can be increased using the various media in this system. Therefore, the tutorial materials should be made by the communicating method to be able to explain and instruct (Ingram 1996). According to the relevant literature, the functions of e-mail or e-bulletin are essential and most effective (Cox and Cohn 1996). Distant learning using Internet is also improved by the communication between the lecturer and students (Smith 1996).

Lastly, Theory of Industrialization (Peter 1973, 1983). According to this theory, the virtual education based on the industrial and business approaches is more effective and more productive than that based on the traditional education theories. Peter (1973) divides the methods of lecture into two types: face-to-face lecture based on the individual communications and industrialized lecture based on the systematic communication. The industrial theory requires the systematic thinking method, attitude and process. This theory emphasizes the cooperation of various experts in developing the system and programs of virtual education system, equally providing learning chances using the principle of mass production. With relation to this theory, Mc Carteny (1996) illustrates the advantages of virtual education such as economical efficiency, convenience without the

limit of time and space, easiness for cooperation between industry and academy, and multi-national and multi-cultural approach. Noam (1996) also shows that the use of information and communication technology in the education field enhances research activities and minimizes the traditional role of universities such as class lectures. Therefore, in the future, the universities should focus on the tutorials more than the lectures.

CHAPTER 3 Configuration of virtual education system. 3.1 System configuration.

: Olitanc* Liamtng

Greupwar*

ShdHtSiniN

JM IM

Studwt il A- Cflotents <

MMM4MMR- 1 oí i

"H Other Collage

r internet k i| " «i NNSN\

Wm Distance Lecture Home Study

Figure 3-1 Configuration of Distant Lecture and Study at Home.

The organization of Solution for the operation of Cyber University is consists of Distant Learning System, Groupware System, Student Information Service System in the organization field for carrying out the Distant Lecture, Student Management System, Business Management System, Digital Library System, Contents Building Area in Solution, Area for operating Cyber University and these, not only, support in enabling Distant Lecture and Home Study, but also enables the exchanges of credits between colleges.

Cyber University and Open Education System established through coordinating the technologies of Hardware, Software, Network is produced by Internet Lecture or LOD (Lecture On Demand) and through the service of

Internet or inner LAN (Local Area Network) the Distance Lecture and Home Study on Cyber Space has come to reality.

3.2 Basic functions of the configuration.

The classification of the general functional elements of Solution is as follows.

3.2.1 Distant Learning System.

Contents Building and Distant Learning is the core elements in operating Cyber University. It is the process of notifying his / her Lecture Contents for the Distant Lecture on the Internet. Here, the lecture contents are produced through the multimedia production lab according to the course plans and also the information of research papers or books which could be referred to related on the cyber lecture, could be notified. If necessary, the contents of the lecture could be changed and deleted at any time.

INTRA 21 supports various kinds of production, supply, operation and termination of the contents of the lecture and the contents prepared by the multimedia appliances such as, Word Process, Power Point, HTML Editor Multimedia are also available for notifying in standardized materials and its management is provided.

Distant Learning enables Home Study for the Cyber University students without the trouble of time and location limitation. A student can study whenever, and wherever he / she prefers by the Internet. Carrying out the Home Study, if necessary, the contents produced by Cyber University Center through LOD (Lecture On Demand) System could be provided.

3.2.2 Student Management System.

General Survey of the courses lectured in Cyber University is notified through the Internet enabling students to choose their courses. Advertisement on Cyber University, registration through Internet is also available.

If registration for Cyber University is requested, registration at the Cyber University Center in person together with the online registration through the Internet is preferable. However, after the approval of registration, registering for the courses are admitted only to those who have completed paying the tuition fee.

Courses at Cyber University are introduced only to those who have been approved for the enrollment and other various information needed for the registration of the courses are provided.

The Student Management System is different from the management system processed by utilizing the pre-existing Student Management System. A Different kind of management system is developed for the particular use of Cyber University. This system should be organized in a way that information on students' academic record and personal records of both students' and professors' could easily be exchangeable in order to bring

.V <

reality to the Cyber lectures. Furthermore, student academic records, after the completion of the course, is organized for receiving information from the Distant Learning system and is recorded through the Student Management DBMS.

When Student Management System, once, is established, enrollment, registration for the courses, graduation and more is made possible through the system.

3.2.3 Contents building system and Digital library.

Similar with the cases oversea, Multimedia Contents with the existing information is managed as part of the library collection. After the completion of the creation and distribution process of the lecture materials, they are stored in CD or the Multimedia Data for backup management in the library. The text of reading materials, which are used in lectures, such as books related to the course and various theses papers, are also to be made possible as reference. The management on these Digital Contents are stored in PDF, TEXT, HTML, XML contexts and is utilized as materials for the lectures.

3.2.4 Groupware System.

In the case of Groupware System, it encompasses the capacity of groupware bringing efficiency the operation of Cyber University. It enables counseling and exchanges of information between professors and students at the Cyber University. Providing services on various information through the bulletin board system, operation on lectures open to public, letters and voice chatting systems on Internet are all provided bringing closed group discussions between students and professors possible.

Groupware System provides E-Mail, BBS, Chatting, Personal Information Management, and Schedule Management System.

3.2.5 Virtual Laboratory and Natural Laboratory Systems

In many areas, such as engineering, efficient education is impossible if it is based only on experiencing in theoretical knowledge without practical work and observation of real processes and phenomena. Student can use

some equipment working with Cyber University. Student can look demonstrations of laboratory experiments at distant lectures. However, the approaches not allows student to make experiments by his own hands.

It is planned to include in Cyber University two systems to support experimental practice making Cyber experiments. (The systems are not realized yet and will be included in Virtual University in future.)

. The first one is Virtual Laboratory System. This system will be based on use of digital simulators, and will include a set of computer models for various areas, such as physical laboratory (modeling of mechanical systems moving, gas dynamics, processes in electrical circuits, control systems, etc.). The components of the laboratory can include client and server parts, and will use technologies Corba, ActiveX and CGI.

The second one is Natural Laboratory System. The system will be based on use of real devices connected with the server, and will include hardware and software for two main kinds of the laboratory items. The first kind allows realizing real-time natural observations without controlling by student (for example, the system can include real-time Internet cameras connected with telescope, microscope, and cameras which are set in zoo etc.). The second kind of the system allows realizing real-time experiments controllable by student (for example, using real electronic systems for experiments). A kind of equipment for Natural Laboratory System is specific computers and supercomputers which could be used as subject for experiments.

Use of the systems could increase level of education and enhance areas of efficient education of Cyber University.

CHAPTER 4 Implementation of relevant techniques. 4.1. Configuration of middle-ware.

Figure 4-1 Structure of techniques for the distant education and occupational education.

The relevant techniques yo the virtual education are organize^ to solve the problems of web-based system as follows. Middle-ware using Internet provides ODBMS and 1RS (Information Retrieval System), web-based environment for multi-server and multi-user system, without separate CGI (Common Gateway Interface) programs. The middle-ware also provides a distant education module for the distant lecture and home study between the lecturer and the students, a student management module for the enrolment management from entrance to graduation, an information service

of study relevant sources, a digital library module for the r