Conceptual Modeling in e-Learning and its Relation to the Educational Content Quality
Jan Lang, Peter Kyseľ · 2019
The problem in e-learning is the lack of metrics, procedures, methods and other techniques that would allow the specific person to define only the information, concepts and skills that one should be able to provide. The conceptual modeling has the advantage of including all information about the real-world entity, including its behavior in the object itself. The work deals with conceptual modeling in e-learning and examines the impact of their potential use on educational content quality. It compares the determinants of educational content quality in the context of software systems quality attributes, ISO 9126, and IEEE standards. It examines conceptual modeling concerning quality metrics. By the method of analogy to attributes defining quality software, it identifies attributes defining quality content of education and possibilities of its evaluation. It designs and implements an algorithm for calculating the quality measure from the context of the metrics concerned. The proposed approach is being confronted with the European Qualifications Framework, the National Qualifications Framework and the National Occupations System. The document examines the extent to which selected software engineering metrics are applicable concerning the conceptual model.