Research into an Assessment-Driven Recommender Generating Online Learning System: A Design Science Approach

Abstract

Online learning provides greater flexibility of participation and easier access to information for students. However, despite over twenty years of research, Online Learning Systems (OLS) still suffer from many problems, including high design complexity requiring vast resources and varied skills and the lack of a multi-stakeholder focus. This study was motivated by the desire to overcome some of these problems. The study sought to ascertain whether an assessment-driven, recommender generating OLS would improve learning achievements and support multiple stakeholders. Investigation from an information systems perspective identified the possibility of developing a conceptual framework based on decision support and recommender systems models. Research into education led to the realisation that the framework should also be assessment-driven and facilitate a pedagogy based on the educational model of moderate constructivism. Using the design science research method, two artefacts were built and evaluated: a conceptual framework of an OLS named REGIONLS and an instantiation of the framework, SQL-with-Ease, built to teach and learn SQL. Research results suggest that OLS built using the REGIONLS framework will be able to effectively improve learning achievements and support identified stakeholders. The OLS provides 24/7 tutoring support for students and a course-authoring environment that minimises the programming skills and time required to develop a course. It enables systems administrators to proactively maintain the system. Gathering information from all stakeholders allows delivery of recommendations to authors for improvement of the course and to systems administrators for improvement of the environment. This integrated environment facilitates growth and the evolution of the system with use. It generates educational intelligence through knowledge discovery, allowing continuous improvement in teaching and learning whilst providing assistance in policymaking.