2010 Second International Workshop on Education Technology and Computer Science
E-learning Instructional Platforms based on Network
and Multimedia Technology
Chengcheng Zhang
Foreign Language Teaching & Researching Department
College of Foreign Languages
Hebei University
Baoding, China
jessicazcc@gmail.com
Abstract—E-learning has become a widely accepted and effective
teaching and learning mode at Chinese universities with the
rapid development of internet, multimedia technology and
computer network technology. Based on computer network and
multimedia, e-learning instructional platforms provide a unique
pattern different from the traditional face-to-face education in
the process of knowledge acquisition for college students. The e-
learning instructional platforms using campus network of Hebei
University and North China Electric Power University in China
are introduced in this paper. The platforms can be accessed
anywhere by using personal computer terminal which is
connected to the campus network. The system composition,
module function and interface of the e-learning instructional
platforms are described respectively. Based on the effect
evaluation analysis, it is proposed that the direct interaction
between teachers and learners during self regulated learning
through the e-learning instructional platform can be realized
with specific design modules to enhance the teaching and
learning effect.
Keywords-e-learning; instructional platform;computer network
technology; multimedia technology; internet
I. INTRODUCTION
In general, e-learning means a term for all types of
technologies used to enhance learning and support the learning
process. The medium of instruction of e-learning is through
computer and information technology, particularly involving
network, multimedia, database, web-based system and so on.
E-learning can be used interchangeably in a wide variety of
contexts. In many universities and colleges all of the world, e-
learning is used to define a specific mode to attend a course or
programs using information technology[1].The major benefit
of e-learning is it has a lower environmental impact on the
students. People can learn in a virtual environment without
actually being in a classroom. A broad variety of traditonal
learning elements can be dealt through an IT-based e-learning
instructional platforms, such as virtual notes in the computer
but not usual paper notes, online assessments rather than paper
assessments. Therefore it is a more convenient and
environmentally friendly interface for the e-learners. E-learning
can immensely reduce the costs of higher education, making it
much more affordable and accessible for more people[2]. An
internet connected computer and a projector would form an
978-0-7695-3987-4/10 $26.00 © 2010 IEEE
DOI 10.1109/ETCS.2010.139
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Fei Wang
Department of Electrical Engineering
Science & Technology College
North China Electric Power University
Baoding, China
wangfei.ncepu@gmail.com
entire classroom to benefit learners from the knowledge of any
instructors. The other advantages of e-learning are the
flexibility and convenience. The learners or the students can
pace the learning sessions at their convenience. As a result of
the development and universal application of information
technology, e-learning has become increasingly popular in
Chinese universities in the last decades. Two e-learning
instructional platforms using campus network of Hebei
University and North China Electric Power University in China
are introduced in this paper. The system composition, module
function and interface of the e-learning instructional platforms
are described respectively.
II. CAMPUS NETWORK
Figure 1. Composite network model of campus network
The campus network is a specific group of buildings all
connected into one enterprise network that consists of many
local-area networks (LANs). The composite network model of
campus network is shown in Fig.1.
A campus is generally a portion of a university (or a
college) that is constrained to a fixed geographic area. The
campus network topology is primarily LAN technology
connecting all the end systems within the building. It generally
uses LAN technologies, such as Fast Ethernet, Fiber
Distributed Data Interface (FDDI), Gigabit Ethernet, Ethernet,
Token Ring, and Asynchronous Transfer Mode (ATM). If a
university which is composed of several distance campuses,
Wide Area Network (WAN) technology may be applied to
connect these campuses in different geographic areas. The
464
Wide Area Network and WAN Topology are shown in Fig.2 more channels to students in learning process[4]. The main
and Fig.3. interface of the e-learning instructional platform on the
websites of Hebei University is shown in Fig.4.

Figure 2. Wide Area Network

Figure 4. E-learning instructional platforms of Hebei University

This e-learning instructional platform of Hebei University

includes nine modules applied to carry out many different
functions. The system block diagram of this e-learning
instructional platform is illustrated in Fig.5.

Figure 3. WAN Topology

In this case, although the wiring and protocols might be

based on WAN technology, they do not share the WAN
constraint of the high cost of bandwidth. Once the physical
wire is installed, bandwidth is not expensive because there is
no recurring cost to a service provider. Usually, upgrading the
physical wiring of the campus network can be fairly Figure 5. System block diagram
expensive[3].
By 2008, about fifty courses of Hebei University have
III. E-LEARNING INSTRUCTIONAL PLATFORM obtained the reputation of Hebei Provincial Level Excellent
Courses. Particularly, and three courses have obtained the fame
As the only comprehensive university in Hebei province of Chinese National Level Excellent Courses in the past six
which is directly under Hebei provincial government and the years, as shown in table 1.
Ministry of Education of China, Hebei University offers 86
specialized undergraduate courses leading to bachelor's degrees
as well as awards master's degrees and doctorates in 147 TABLE I. CHINESE NATIONAL LEVEL EXCELLENT COURSES
subjects. In recent years, the teachers of Hebei University are Year Courses College/Department
exploring the way of using e-learning to improve the teaching Foreign Language Teaching
and learning quality and have achieved obvious effect in some 2008 College English
& Researching Department
aspects. The e-learning instructional platform using campus 2007 Educational Technology College of Education
network was worked up and it has been evolved and applied
rapidly in the educational and academic fields, which promotes 2003 Chinese Ancient Literature College of Liberal Arts
teaching innovations, creates original teaching ideas and gives

465

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 In accordance with different colleges or departments,
students can select the courses that they are interested in from
more than 500 courses on the e-learning instructional
platforms. The online course-selection module is shown in
Fig.6, and courses access statistic information is shown in
Fig.7.
Figure 6. Course-selection module
Figure 7. Courses access statistic information
Figure 8. New Horizon College English network classroom
Furthermore, this e-learning platform also includes some
other modules such as network classroom, online examination
and video courses. Students can communicate with teachers
online through the network classroom. It is convenient to assist
the teach-and-learn process which could be more effectively
evaluated by using online examination. The New Horizon
College English (NHCE) network classroom on the e-learning
466
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platform of Hebei University includs these above functions,
and it has been used for 4 years in college English teaching at
Hebei University, which is one of the first pilot universities in
English Language Teaching Reform in China, the interface of
NHCE is shown in Fig. 8.
In this virtual classroom, teachers can hand out assignments
and teaching schedules, design test papers and quizes, and
upload the related teaching materials or documents on line, so
that the students can visit web pages whenever necessary for
their demanding information according their learning schedule
shared within English class, handle the learning materials and
even exchange ideas on chat-board with classmates and
teachers.
The operating system (OS) of the e-learning instructional
platform is Window XP. The network configuration and
application software are supposed to guarantee smooth
operation of various kinds of multimedia courseware, office
software, Web-browser, Video-On-Demand (VOD), remote
control, etc. Similar e-learning instructional platforms using
campus network in North China Electric Power University is
shown in Fig.9.
Figure 9. Teaching resource library home page of NCEPU
The links of online open courses of some other famous
universities are given on the home page of teaching resource
library[5], such as MIT's Open Course Ware, Johns Hopkins
University, Tsinghua University.
IV. EFFECT EVALUATION AND SELF REGULATED LEARNING
The campus-network-based e-learning instructional
platform is an essential way to realize asynchronous teaching
and learning. This platform integrates different information and
resources to form unified gateway management, teaching
resource management and access authority control. Users can
acquire various digital resources through campus network.
Using the service of Web, E-mail, FTP and VOD provided by
the campus network, instructors can upload teaching plan,
course information, useful materials, evaluation and feedback
checklist to the server, while users can achieve their learning
purposes with the help of instructional platform.
Learning through the network-based e-learning
instructional platform is like self regulated learning (SRL) in
some sense. The cyclic model of self-regulated learning is
shown in Fig.10.

Figure 10. Cyclic model of self regulated learning
Traditionally, teachers are in charge of the learning effects
of students, but there are plenty of studies indicated that self-
regulated learning ability of individual learner significantly
affects his or her learning performance. Most learners are used
to passive learning. Frequently, passive learners have low
spontaneous learning abilities and do not know how to plan for
autonomous learning, consequently, they cannot obtain
satisfactory learning achievements and gradually lose their
motivation. In contrast to passive learners, learners with strong
spontaneous learning ability can plan their learning time and
set learning goals much more effectively than passive learners
do. Generally, active learners usually achieve higher learning
performance than passive learners [6]. A learning goal or
objective is the speci¿c knowledge that the learner must to
acquire on a concept, skill and the tasks to be performed. It
may includes several learning objects, and each learning
objective will be de¿ned by several interrelated learning
objects which deal with a speci¿c item of knowledge
respectively. It is very important to determine the effect and
ascertain the learning quality of self-regulated learning.
Information during execution of the e-learning instructional
platform should be gathered and the results need to be analyzed
on the basis of the learning objects and objectives [7]. The
faculty adviser can analyze the information to decide whether
an educational content learning object should be revised and
how to revise it.
For instance, if the mean time spent studying the learning
object is signi¿cantly higher than the design time originally
estimated by the teachers, it would provide the instructor with
statistical data about the implementation of the learning
objectives from which the teacher will be able to make sure
whether any section has been poorly designed. The instructor
can draw his conclusions from this information. To enhance the
teaching and learning effect, the interaction between teachers
and learners during self-regulated learning can be realizied
through the e-learning instructional platform based on campus
network.
V. CONCLUSIONS
E-learning provides a unique mode different from the
traditional face-to-face education in knowledge acquisition for
college students. There are various kinds of e-learning
instructional platforms sprouted up at Chinese universities.
Most of these campus network-based e-learning instructional
467
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platforms can be accessed at any time by using personal
computer terminal which is connected to the campus network.
Two e-learning instructional platforms using campus network
of Hebei University and North China Electric Power University
in China, along with the system composition, module function
and interface of the e-learning instructional platforms are
introduced and described in this paper. Based on the effect
evaluation analysis, it is proposed that the directly interaction
between the teachers and the learners during self-regulated
learning process through the campus network-based e-learning
instructional platform can be realizied with specifically
designed modules to enhance the teaching and learning effect.
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