DEMO: Distance Education Management Object, a Proposed Model to Manage a Distance Education on Cloud Solution

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1 DEMO: Distance Education Managem Object, a Proposed Model to Manage a Distance Education on Cloud Solution Ridi Ferdiana Universitas Gadjah Mada Jl. Grafika No. 2 Yogyakarta, Indonesia ridi@ugm.ac.id Obert Hoseanto Universitas SiswaBangsa Internasional Mulia Business Park Jakarta, Indonesia obert.hoseanto@sampoernaeducation.net Abstract one of the difficulties of educational equity for developing country is that many teachers and studs are spread across many islands. Distance education is one of the solutions to educational equity. However, the implemation of distance education is somewhat tricky and requires experience on its implemation. This paper will introduce DEMO (Distance Education Managem Object), a proposed model to manage a distance education based on three compons which are digital learning object, knowledge transfer mechanism, and cloud technology infrastructure. DEMO can be a practical guidance for organizations that want to prepare and to execute the distance education based on cloud platform solution. Keywords distance education; learning object; cloud computing; software as a services Introduction Distance education is now a part of the educational process. Distance education grows an impact on the higher education institution like university[1]. Consequly, distance education has become standard operating procedure in most higher education institutions [2]. As the process become mature, distance education has a wide range of implemation such as distance education on rural schools[3]developing countries [4], teachers education[5], and Online Operation Guides for Computer System[6]. One of a rec trend is to develop distance education that is applicable for personal learning experience, massive online learning, and real time learning education. The curr trend of distance learning developm needs suffici infrastructures like servers, networks, and software. On-premise infrastructure only provides limited power based on the capital of the organization. The others option is to use cloud computing. Several researches use cloud computing to create better distance education architecture[7], create teaching collaboration with multimedia[8], improve the curr performance of distance education[9], and create lifecycle services managem for distance education[10]. Although cloud computing is already used in distance education delivery, cloud implemation is limited to solve practical problem in infrastructure or services based. The problem will be felt by an organization when there is a need to apply the cloud carefully from the beginning. Organizations need a guide to plan, to manage, and to use the cloud rapidly. However, the documation about distance education managem in the cloud infrastructure is still limited. In this article, we propose the DEMO, abbreviation for Distance Education Managem Object. DEMO proposes a model that helps the organization to adopt the cloud since the beginning. DEMO provides the organization a step by step guidance to select the proper cloud technology, to plan its implemation, and to manage the cont execution that will be paired with the cloud scenario. The main contributions of DEMO can be summarized as follows. To the best of our knowledge, the DEMO is the first managem object to manage distance education based on the cloud technology. DEMO uses a combination of learning object model that is equipped with distance education managem on cloud technology. Instead of using common cloud technology implemation like Infrastructure as a Services (IaaS), in this research, DEMO proposes the use of Software as aservices (SaaS) to improve the productivity and the preparation of distance education. In this research, the DEMO model is proposed and evaluated by comparing two case studies. The comparison will help to understand the benefits and challenges on DEMO as an approach to manage cloud on distance education. Distance Education on The Cloud A. The Cloud Services One of the reasons to use cloud computing is to solve the limitation of on premise capability. An organization that doesn t require a suffici hardware can use cloud computing by using a model called only pay for what you use [11]. There are three types of cloud computing which are Platform as a Services (PaaS), Software as a Services (SaaS), and Infrastructure as a Services (IaaS)[12]. The most lightweight and easier to implem distance education is by using SaaS. SaaSis used forseveral reasonswhich are: Quick return of investm (ROI). SaaS doesn t requirean organization to prepare a lot investm for software, hardware, and facility. Organization only need to pay the subscriptions that a lot cheaper than on premise model. Proven software and solution. Organization doesn t need to develop from scratch or to ensure that the solution is scalable. SaaS provides it out of the box

2 Organization can focus onthe con the selection of the solution. Implemation and continuous upgrade. SaaS means the organization always get the latest update from the vendor without additional investm. B. Cloud Adoption Challenges on Distance Education Cloud computing on education is already discussedinseveral researches.several challenges based on the previous researches are: Resource sharing models. Cloud computing should provide equal capability of connections and hardware for learners. The differ infrastructure capability between urban and rural area need a suffici teaching model. Several researches that make an effort for this problem proposes a solution called Classroom Windows [13]and Cloud enabled model for Smart education[14]. The lack of architecture of distance education system. The adoption of distance education on the cloud computing requires suffici cloud computing architecture that provide infrastructure service, platform services, and software service[7]. The need of specific software or solution. The lack of real time interaction and lab experience on distance education should utilize the cloud to construct a new learning experience with a new software or solution. Several software for computer science[15], remote network teaching[16], and the collaborative learning platform [17]. C. SaaS Technology for Distance Education According to the section II.B, the challenges can be limited for the organization that already has suffici infrastructures, appropriatesoftware, and accurate architecture. Therefore, one of the big advantages of the cloud computing on distance education is the suitability of the SaaS type as an implemation of the distance education. This is because SaaS provides the organization a full set solution. It includes architecture, software, and services to the organization. Several researches that discuss SaaS implemation on distance education are: Learning managem system (LMS) that can be offered into SaaS solutions[18]. In this research, it is shown that SaaS provides benefits and also challenges such as insuffici user interface design, learning cont creation and packaging the learning cont. The developm of educational service based platform using cloud computing[19]. In this research, it is shown that educational-services based platform is developed to improve the teaching process on the distance education. The Education as a Services (EdaaS) is proposed as a SaaS on distance education. The affect SaaS adoption intions of higher education organizations [20]. In this research, it is shown that SaaS has a good opportunity with a less risk for organization. However, the method and the risk managem of SaaS implemation should be considered further. Based on the previous researches, it is shown that the main challenge on the SaaS implemation on distance education is to provide the proper learning/teaching process with the suitable SaaS. Therefore, this research proposes a model to integrate between SaaS solution with the distance education process. The integration model shall give a benefit for the organization that need to ramp-up the adoption of distance education. The integration model will be called as the DEMO (Distance Education Managem Object) Research Method In order to formulate the integration model called DEMO. The research starts by understanding the process to create and to validate the model. The process to create DEMO will follow use case driven object modelling[21]. The use of use case driven object modelling is chosen based on some reasons which are: Object modelling is widely adopted on many concepts such as programming technology with object oried programming (OOP), software developm paradigm with object oried design and analysis (OODA), and interoperability technology with Common Object Request Broker Architecture (CORBA). The use of object modelling on DEMO will accelerate the extensibility and developm of DEMO. Use case is widely adopted as a modelling notation on software engineering. Use case is part of UML (Unified Modelling Language) that mioned as the most used notation on business and technical communication in software requirems. It is worked as a technique for capturing the functional requirems of a system by describing the relation between users and system[22]. Using use case will help the users to understand the relation between DEMO and distance education activities. DEMO is developed through the associated phases as follows: Phase 1: Requirems Analysis. This phase focuses to understand the distance education process and how the object methodology can be integrated to construct the basic idea of DEMO. The milestone of this step is to understand the distance education implemation on cloud computing technology. Phase 2: Analysis and Preliminary Design. This phase will discuss how to refine the requirem and to propose the preliminary design based on SaaS environm. The millstone of this step is to propose SaaS for distance education. Phase 3: Design. This phase is a main contribution of the research. The DEMO will be designed and presed with key principles, process, and adoption technique. The milestone of this step is the DEMO integration model. Phase 4: Implemation. This phase will assess the DEMO model by doing experims. The milestone of this phase is the refinem model of DEMO based on experim feedback

3 Each phases of this research method will be described further in Section IV. DEMO (Distance Education Managem Object) As mioned before DEMO is a model that can be used for organization that want to implem or develop a distance education solutionusing cloud infrastructure. DEMO is built based on the software engineering discipline. Therefore, the model shall be described as a common notation on software engineering such as UML. This section will describe each phase of the DEMO construction process. D. DEMO Requirem Analysis Based on the use case driven object modelling. In this research, it is idified that the main focus to the requirem phase is to understand the need of the distance education and remodel it with object approach. In distance education, there are several ities related with the distance education process namely learning objects, distance learning participants, distance learning mors, and distance education providers. The relation between four ities is described on Figure 1 as domain model diagram. Figure 1. Domain model of DEMO Based on the Figure 1, it is shown that the object actors of the distance education arethe participants, mors, and organizers. While the domain object of the distance education is learning objec class. It means that three actors will manipulate and communicate with the domain object. The relation between class and learning object is shown on Figure 2. On Figure 2, it is shown that a class has one to many learning object. It means that a class will have set of learning object that can be used to deliver distance education. The learning object can be multimedia files, docum files, or interactive learning package such as SCORM. In a class, the elearning object can be delivered through distance education on two delivery approaches which are: Synchronous delivery. It means that the learning object will be delivered by the mor at the same time. This delivery happens through collaboration or communication software. This deliverable uses connection oried, which means that needs internet infrastructure to run the application. Asynchronous delivery. It means that the learning object will be delivered by the mor at a differ time. For example, mor prepares the learning material first after that the learners will consume the learning object later. The Asynchronous delivery will have two main approaches which are connection oried and connectionless oried. The connection oried will need mandatory internet connection and connectionless oried can be consumed without internet connection. Figure 2. The relation between class and learning object The delivery of the learning object should be managed so that the mor can choose the learning delivery based on the complexity of learning, infrastructure condition, and the quality of learning object itself. DEMO recommends the use of the learning object review instrum (LORI) that covers the presation, cont,, motivation, interaction, reusability, metadata and interoperability, and accessibility [23]. For example, a course topic with a demonstration that has complexity steps should be delivered through several consideration such as: is the infrastructure on participant can receipt the learning object? Is the synchronous delivery is possible to pass the learning object? And is the cont of learning object have suffici quality based on LORI? The technology justification to manage the learning object will be discussed on Analysis and Preliminary Design section. E. DEMO Analysis and Preliminary Design There are two design challenges when impleming distance education namely the managem aspect of the learning objec infrastructure preparation to host the learning object. The analysis and preliminary design should consider these two aspects when design the solution. As mioned before, DEMO uses cloud computing technology to prepare the infrastructure. The infrastructure can be hardware and software that areneeded to run distance education. Common terms of combination of hardware and software that give benefits to the users is called platform. The platform is installed on the participant, mor, and learning provider. The DEMO proposes two main categories namely the front-end infrastructure and the back-end infrastructure. Frontend infrastructure is used by the learning participants. The hardware can be personal hardware and software can be facilitated by the learning provider. DEMO proposes that the software should fulfil: Anywhere access like web application. The web application is chosen among others application type in order to provide ease access and ease deploym

4 Support the core interaction between mor and studs such as communication and collaboration. This characteristic is to enhance the online interaction better. Provides mechanism to interac to store the learning object. This characteristic is to multimodal interaction such synchronous and asynchronous learning. The developm of good platform for those characteristic will take time and cost. Therefore, DEMO proposes the use of SaaS to facilitate the distance education platform need. However, there are inadequate SaaS that can be used to facilitate distance education. Since the common usage of distance education is communication and collaboration, Table 1 shows several SaaS product that related with communication and collaboration. As shown on Table 1, Office 365 has ply features such as communication and collaboration platform. Therefore, the DEMO recommends Office 365 as the first alternative, followed by Google as second option, and Cisco as third option. However, the recommendation will be differ for some organizations that need focus on several distance learning interaction. The need of interaction of learning object should be related with the delivery model and the SaaS software that the delivery. Table 2 shows the example of the usage of learning object deliverable with the features of Office 365. Table 1. Compatible SaaS solution for DEMO Features Microsoft Office 365 Products Google Apps CISCO WebEx System Exchange Gmail N.A Space 50 GB 30 GB N.A Maximum Attachm 100MB 25 MB N.A Cloud Storage Support for Business Google Drive N.A Cloud Storage Capacity (Default) Unlimited 20 GB N.A Maximum File Size 10GB by Cli 10 GB by cli Communication System Lync Hangouts WebEx Text Support (IM) emoticon emoticon emoticon Video Support (Video Conference) up 255 studs up 10 studs up 100 studs File Transfer On Conference multiple Yes Yes Audio Call Support including with PSTN VoIP including with PSTN with sharing control N.A Sharing Screen Support Yes Asynchronou Pooling Support Both s Virtual Whiteboard Support Yes Yes Yes with sharing control Asynchronou s Features Microsoft Office 365 Products Google Apps Meeting Notes Support Yes Yes Yes Presation Support Yes Yes Yes CISCO WebEx Collaboration System Yes Yes N.A Sub Site Support Yes Yes N.A multiple multiple multiple Co-Authoring Support roles roles roles On The Fly Editing Yes Yes N.A Versioning Support Yes Yes N.A Docum Managem Yes Yes Yes Assessm Support N.A N.A N.A multiple multiple Validation Workflow roles roles N.A As shown on the Table 2, DEMO recommends the usage of a feature to a specific learning object deliverable. However, the learning activity should be designed so that the learning experience provides equal experience with the convional learning. Therefore, the design model on the design phase will be discussed in the detail of the activity. Table 2. Learning Object Deliverable and Office 365 Learning Object Word Excel Docum - Working Docum Yes No No Read Only Docum (PDF) - Module Yes No No Spreadshe et Yes Audio File / Podcast No No Video Files No No PowerP oint OneNote Lync as en limited Recordi ng Recordi ng Animation Files No No Yes Learning Package (SCORM) No No No as en as en Recording Support Recording Support as en as en t as en as as as full full as as OneDriv e full full full media player media player as Presati on No No full Data Analysis No Yes No No No No Sharing Data No No No No Yes No No full full F. DEMO usage scenario and design The main contribution of the DEMO is the organization can setup the distance education immediately. Therefore, the usage scenario of DEMO is the most important ity on this research. On the traditional classroom, learning activity can be done through several ways such as: 36236

5 Lecturing: mor delivers the course and the stud will take a notes. Demonstration: mor delivers demonstration on a class and stud will takes a notes. Experim: mor delivers a guide for stud and stud do the experim activity. Discussion and collaboration: mor delivers case study and studs solve the case by delivering presation and demo. Exercises and assessm: mor delivers the exam and studs should finish the exam on time. These learning activities should be facilitated on the distance learning education through online facilitated software. Interaction is the key of the better learning experience. Therefore, Table 3 shows the relation between learning activity with the ready to use SaaS solution. Table 3. Learning activity and SaaS solution Learning activity SaaS Scenario Lecturing PowerPoint, Lync Using synchronous call and presation with Lync Demo Asynchronous Recorded screen and uploaded to Experim OneNote, Asynchronous research log with OneNote and submit the experim through Discussion Yammer, Lync Synchronous discussion after session through Lync and other discussion through Yammer Exercises Synchronous quiz using Excel Quick Survey, Asynchronous assignm using sharing As shown on Table 3, it is shown that not all scenario is ed on distance education process because of the readiness of the software. For example, in medical subject,there are still limitationsin doing demonstration and experim with the computer. However, the issue doesn t happen on engineering subjects that already have ply of software for demonstration and experim. Based on the situation, the Organization might be able to select subjects that can be used with distance education and subjects which could not be done by distance education.as an effort to find out the impact of using DEMO, it was tested on tow similar classes on distance education, which will be discussed later in this research. Adopting DEMO in a Classroom DEMO adoption focuses on knowing the feasibility of the model to manage and execute distance education. In order to evaluate DEMO, this research will compare two classes that has similarities which are: Both classes are filled with post-graduate degree studs from engineering majors. Both classes have same credits (3 credits) The classes are conducted in the same semester. The subjects for the both courses are on IT field. The classes have same stud composition, grade, digital literacy skill, and numbers. The similarity is justified through average enrollm test result. The duration of the experim is first half semester (7 weeks) uses the convional model and second half semester (7 weeks) uses distance educational model. Both classes has 12 studs. On the other side, the classes has several differences which are: Class A talks about Human Computer Interaction course while class B talks about Multimedia technology Class A will use DEMO approach and class B will use convional distance education. Convional distance education means the class will use the existing LMS for the learning process. Table 4 shows the statistical comparison between the case study A and case study B.The case studies are drawn up without the knowledge of the users in order to eliminate the bias. Table 4. Case study comparison Case study attributes Case study A Case study B Class major Engineering Engineering Class degree Master Master Class sample size Average GPA / class DEMO Convional Technique adopted (Online + Cloud SaaS) (Classroom) Case study duration 7 weeks 7 weeks Table 4 shows the comparison attributes between the case study A and case study B. The case studies are drawn up without the knowledge of the users in order to eliminate the bias. The assessm model uses questionnaire survey based to measure the quality of distance education [24]. Additionally, this research also compares the learning outcome such as Academic performance. It measures the academic performance through assignm and exam. The unit of this metric is number. It has two sub-metric namely average assignm value and average exam value. Retion rates. It measures how many studs enjoy the e-learning. These rates are indicated by examining the login log and activity on the e-learning. The unit of this metric is time. It has three sub-metric namely average learning session, average exercises retry, and failure rate. Course completion rates. It measures the completion of the course. It contains course setup, course cont preparation, and course stud completion. The course completion rates is measured by time. Table 5 and Table 6 shows the result of questionnaire survey. The questions on questionnaire is based satisfaction intensity survey question on the quality of distance education 36237

6 [24]. The survey use Likert scale to evaluate the satisfaction of the model. As shown on the Table 5, it is shown that the value of DE more viewable by using DEMO. Although the result is not really far from the traditional DE, especially on more rewarding, easy to follow, and progress measurem. The result of the learning impact assessm is shown on Table 7. Table 7 shows that the DEMO learning impact comparison between DEMO and convional approach. As shown on Table 7, the significant value of DEMO is course completion rates including setup and cont preparation. On DEMO, the easy SaaS site creation helps the course setup from 5 days to only 1 days. It also doesn t need on-premise infrastructure. Therefore, it is much faster than preparing dedicated hardware for LMS. The nearly unlimited storage capacity helps the teacher to upload anything without size constraint in the on-premise LMS. Therefore, the cont preparation is faster than on-premise, since some cont on the convional LMS should be converted, split, or published in others form because of size limitation on the LMS. Question Was DE more rewarding than traditional education? Did DE provides more opportunities to learn? Did DE allow progress than in a traditional classroom? Was DE planned and laid out, with easy to follow directions? Did DE meet your educational expectation? Question Was DE more rewarding than traditional education? Did DE provides more opportunities to learn? Did DE allow progress than in a traditional classroom? Was DE planned and laid out, with easy to follow directions? Did DE meet your educational expectation? Table 5. Satisfaction intensity on DEMO Disagree very much Case Study A Disagree Neutral Agree Agree very much 0% 0% 41.67% 33.33% 25% 0% 0% 58.33% 41.67% 0% 0% 0% 25% 66.67% 8.33% 0% 0% 0% 83.33% 16.67% 0% 8.33% 58.33% 33.33% 0% Table 6. Satisfaction intensity on Convional DE Disagree very much Case Study A Disagree Neutral Agree Agree very much 0% 16.67% 25% 41.67% 16.67% 0% 0% 75% 25% 0% 0% 0% 8.33% 91.67% 0% 0% 0% 58.33% 41.67% 0% 0% 33.33% 50% 16.67% 0% Table 7. DEMO learning impact assessm Metrics Assessm DEMO Convional Academic Performance (max 100) Retion Rate (measured permonth, average on 3 months) Course completion rates Average assignm Average exam value Average learning session (minutes) Average exercise retry (retry count average on a stud) Failure rate (reported issue on a month divided by stud numbers) Course setup (days) 1 5 Course cont preparation (minutes) Course stud completion (days) On the retion rate section, DEMO performs lower failure rate than on-premise. This is because the DEMO uses cloud computing that have no issue with scalability and performance. Few issues are reported on software and browser compatibility. The lower failure rate makes the studs have greater learning session rather than the convional model. The studs also have higher exercise rate rather than the convional. Although DEMO performs well on the retion rate course completion rate, DEMO didn t show further improvem for the academic performance. Both case studies have similar results, which means that the case study didn t have significant impact for academic result. However, DEMO improves the satisfaction of learning process as shown on Table 5. Conclusions and Future Works This research proposes DEMO (Distance Education Managem Object). DEMO discusses how to integrate distance education with the cloud SaaS service to improve the distance education.some conclusions on the research are DEMO proposes software as a services (SaaS) characteristic that can be used for distance education as shown on Table 1. DEMO proposes the learning object deliverable through synchronous and asynchronous model. The learning objects are shown on Table 2. DEMO proposes the mapping between learning activity, SaaS solution, and learning scenario as shown on Table 3. As the evaluation result. DEMO proposes alternative approaches to improve the distance education setup, system availability, and stud retion rate. As shown on Table 5, DEMO didn t provide any improvem on academic performance. However, DEMO improves the satisfaction of learning process as shown on Table 6. Therefore, The DEMO can be used as a substitute for learning delivery without concern for loss of quality learning outcomes

7 Thefuture works of this research is to construct abrief implemation guide to implem the DEMO on the existing learning environm such as e-learning as a complem or e- learning as the main way to learn.further research should also consider the implemation DEMO on lower degree than master degree that is used in this case study. Although this research has an argum to use any collaboration tools, another research is needed to validate others tools beside Office 365. References [1] S. Uvalic-Trumbic, J. Daniel and P. West, International online courses: Issues of global quality assurance, multicountry collaboration and open educational resources, International Journal of Continuing Education and Lifelong Learning, pp , [2] F. Maringe, University and course choice, International Journal of Educational Managem, pp , [3] B. G. Barter, Rural Schools and Distance Education, Int. J. Inf. Commun. Technol. Educ 7, pp , [4] K. R. Islam and C. M. Snow, An architecture for delivery of distance education in developing countries, in conference on Information technology education (SIGITE '11), New York, [5] V. Msila, Open Book Examinations in a Distance Teacher Education Programme: South African Teacherlearners' Experiences, Int. J. Distance Education Technology, pp. 1-12, [6] A. He, Online Operation Guidance of Computer System Used in Real-time Distance Education Environm, Int. J. Distance Education Technology 9, 2, pp , [7] M.-M. Fei, L.-H. Zhao, C. Wang and W.-H. Wang, Research on Distance Education System Based on Cloud Computing, in International Conference on Computer Science and Service System (CSSS '12), Washington, USA, [8] B. Jiao, H. Wang, S. An and H. Fang, Research on distance collaborative activities for teacher education based on online video and cloud computing environm, in Computer Science & Education (ICCSE), th International Conference, USA, [9] H. Zhao, Y. Wang and L. Yang, Research on distance education based on cloud computing, in ervasive Computing and Applications (ICPCA), th International Conference, USA, [10] D. Jianhua, Service Lifecycle Managem Technologies for Distance Education Cloud, in Internet Technology and Applications (itap), 2011 International Conference, USA, [11] W. Kim, S. D. Kim, Eunseok Lee and S. Lee, Adoption issues for cloud computing, in International Conference on Information Integration and Web-based Applications & Services, New York, [12] R. Dargha, Cloud computing: from hype to reality: fast tracking cloud adoption, in nternational Conference on Advances in Computing, Communications and Informatics (ICACCI '12), New York, [13] Padmaveni and R. Masillamani, Resource Sharing Cloud for University Clusters, in Conference on Green Computing and Communications & Int'l Conference on Cyber, Physical and Social Computing (GREENCOM- CPSCOM '10), Washington, [14] M. R. Patra and R. K. Das, CeMSE: a cloud enabled model for smart education, in International Conference on Theory and Practice of Electronic Governance (ICEGOV '13), New York, [15] M. S. Hall, JavaWIDE (Wiki Integrated Developm Environm: redesigning CS1 distance education labs, J. Computing Science Coll. 28, 1 (October 2012), p. 147, [16] H. Peng, The Application of Cloud Computing Technology in Distance Education Network, in International Conference on Computer Sciences and Applications (CSA '13), Washington, [17] H. Ma, Z. Zheng, F. Ye and S. Tong, The Applied Research of Cloud Computing in the Construction of Collaborative Learning Platform Under E-Learning Environm, in International Conference on System Science, Engineering Design and Manufacturing Informatization - Volume 01 (ICSEM '10), Washington, [18] A. Lassila and P. Pöyry, Online education and learning managem systems from service-cered perspective, in IASTED International Conference Web-Based Education - Volume 2 (WBED'07), California, [19] E. R. G. Dantas, R. R. d. Azevedo, C. M. O. Rodrigues, S. C. Almeida, F. Freitas and V. C. Garcia, A proposal for an educational system service to teaching/learning process for logic programming, in In Proceedings of the th IEEE-CS Conference on Software Engineering Education and Training (CSEET '11)., Washington, [20] I. Troshani, G. Rampersad and N. Wickramasinghe, Managing SaaS Risk in Higher Education Organisations: A Case Study., nt. J. E-Bus. Res. 9, 2 (April 2013), pp. 8-23, [21] D. Rosenberg and K. Scott, Applying Use Case Driven Object Modeling with UML: An Annotated e-commerce Example, USA: Addison-Wesley, [22] M. Fowler, UML Distilled: A Brief Guide to the Standard Object Modeling Language, USA: Addison-Wesley, [23] E. Kurilovas and V. Dagiene, Learning Objects and Virtual Learning Environms Technical, Electronic Journal of e-learning, vol. 7, no. 2, pp , [24] S. Hijazi, P. Bernard, M. Plais and L. Maguiraga, Interactive Technology Impact on Quality Distance Education, Electronic Journal of e-learning, vol. 1, no. 1, pp ,