Effective Design and Delivery of Learning Materials in Learning Management Systems - Web-Based Engineering Education: Critical Design and Effective Tools - page 183

independent from time and location and can be
performed at any time and any place. Unlike tra-
ditional methods that may assign different marks
for an answer at different times, CAA leads to
consistency in marking and makes sure that the
same mark is given to an answer at all times.
One of the disadvantages of CAA is the
potential risk of hardware and software failure
during assessment. A serious system crash that
leaves the server out of action prevents students
to complete their assessments. In addition, stu-
dents are required to have IT skills. Thus, some
students may be discriminated against in the as-
sessment because of their poor IT skills. On the
other hand, some types of questions cannot be
marked automatically (such as descriptive ques-
tions). Assessment of higher order skills can be
difficult as well, as preparing suitable questions
which assess higher order skills can be trouble-
some and time consuming.
Bennett (1998) has categorized CAA in three
generations. In the first generation of CAA,
questions are an electronic version of traditional
questions. Computer technology is used for con-
verting these questions into an electronic format,
propagating them among students and collecting
them. The second generation takes advantage of
interactive multimedia such as image, audio and
video. Using multimedia technology enables
assessing learners' skills, such as formatting a
document using a word processor or preparing
a spreadsheet document. In the third generation,
the learners are assessed during the learning
process. In other words, learning and assessment
are inseparable. Learners get feedback during
learning which in turn enhances the quality of
the learning process.
There are two types of questions used in
CAA: selective and constructive (descriptive).
Selective questions are those that include a set of
predefined answers, so that learners can choose
from. Multiple choices, true/false questions, and
sequences are examples. Constructive questions
are those that an answer should be made for them

by the learners. Freeform text entry, single word
or phrase questions, and Mathematical expres-
sions are examples. Unlike selective questions,
the marking process of constructive questions is
more difficult. However, constructive questions
are more useful for assessing higher order skills.

concLuSIon

In this chapter, we studied learning activity man-
agement systems as a tool for designing, manag-
ing and delivering online learning material. We
also described components and key features of
e-learning systems. We also studied assessment
as an integral part of any learning management
system. Assessment can be performed during the
learning process. As a result, instant feedback can
be given to the learners. This, in turn, enhances
the quality of learning.
An overall comparison between e-learning and
traditional learning systems shows that e-learing
systems lead to lower cost, more motivation for
learners, more effective education, and adaptabil-
ity with different educational environments. These
systems help instructors preserve the integrity of
their course contents.
On the other hand, some people believe that
these new learning systems encourage learners
to individual activities and discourage social
and group activities. Some controlling aspects
also remain disputable due to the vast provision
of resources and availability of the Internet for
younger learners. These are challenging issues
in such systems compared to traditional learning
systems where face to face conversations, ses-
sions, meetings, scientific tours, etc. are common.

rEfErEncES

Alexander, C. (2008). An overview of LAMS
(Learning Activity Management System). Teach-
ing English with Technology Journal, 8 (3).