E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E N C E

ELEARNING IN LIBRARY AND
INFORMATION SCIENCE
Based on PhD from University of
Delhi
Supervisor: Dr.Shailendra Kumar
Scholar: Anas K.

ELEARNING IN LIBRARY AND INFORMATION SCIENCE
• OPERATIONAL DEFINITIONS
• E-Learning
• The term E-Learning is the short form of ‘Electronic Learning’. E-learning
describes any form of education involving the use of electronic media for
instruction and learning. In this research, it refers to all those activities of
utilizing ICTs, Internet tools and the web components to design, administer,
deliver, interact, and enhance the LIS teaching and learning process in
India.
• E-learning Resource
• The term ‘e-learning resource’ used in this study means all the e-learning
components, technologies and tools used in the e-learning process for
example e-learning software, courseware, communication tools, evaluation
tools, lecture notes, learner support services etc. The terms ‘e-learning
components’ and ‘e-learning tools’ are also used in the same meaning as
that of ‘e-learning resource’.

• eMentor
• The term ‘eMentor’ refers to the teacher available in an e-learning
environment.
• Users Study
• The users in this study include the head of the departments, teaching
faculties, research scholars and post graduate students. ‘Users Study’
refers to the study or survey conducted among the users to examine their
perspectives about e-learning and the extent and effectiveness of their use
of e-learning in teaching and learning exercises.

• NEED AND SIGNIFICANCE OF THE STUDY
• The study is significant in the present context of information and
communication technology revolution especially after the innovation of
Internet and World Wide Web. There are different e-learning components
and other educational technologies available for the teaching and learning
aid and very few of them are used in the LIS teaching and learning process.
There is a strong need to identify and propose these possible technologies
for LIS department in India. It is the need of the hour to develop such an
e-based learning system to improve the quality of LIS education. The
proposed study will explore both material and human interface of e-learning
resources and design a prototype e-learning resource model for the LIS
schools in India.
• LIS schools and departments in other developed countries have already
adopted e-learning technologies in their academic exercises. It is necessary
to explore the reasons why the LIS departments in India are isolated from
the mainstream of technology use in their teaching and learning process.
• No major studies have been done so far in India to find out the possibilities
and the implication of e-learning in library and information science
education.

• OBJECTIVES OF THE STUDY
• The following objectives will be kept in mind while conducting the proposed
study:
• To study the impact and effectiveness of the use of e-learning adopted in
some of the library and information science departments in India.
• To explore the possibilities of modification and replication of e-learning in
library and information science departments in India.
• To find out the availability of infrastructure to meet the requirements of
faculty members to create and implement e-learning in the teaching
exercise.
• To examine the anticipated obstacles while implementing e-learning
resources in library and information science education in India and possible
solutions to address the hindrance.
• To find out how e-learning resources can supplement the traditional class
room based teaching and learning system and how to expand the scope of
LIS education beyond the campus through e-learning.
• To conduct a user opinion survey to ascertain the need and possibilities of
the application of e-learning in library and information science education in
India.
• To design and propose a feasible e-learning prototype model for library and
information science education in India.
• To provide possible suggestions and recommendations to optimize the use
of e-learning resource in library and information science teaching and
learning process.

 RESEARCH DESIGN
 The present research study is an exploratory in nature.
In the present study the attempt was made to explore the multitude
of dimensions in the implementation of e-learning in library and
information science education in India. It focuses on the particulars
of e-learning implementation in LIS education such as infrastructure
requirements and availability, respondents’ e-learning knowledge
level, respondents’ e-learning perspectives and experiences, and
the possibilities to accelerate the same. The attempt to study
students’ interest to learn through e-learning and their reflections
about the existing classroom based system is an important addition
in the study. The study covers ten LIS departments in all the central
universities in India.
 The study developed and proposed an e-learning model
namely asynchronous learner centered e-learning resource model
(ALCERM) for library and information science education in India on
the basis of the survey conducted among the users. It also made a
further attempt to design a prototype e-learning classroom resource
in library and information science (eClis) on the basis of the model.

• POPULATION AND SAMPLE OF THE STUDY
• The population of the study consists of head of the
departments (total -10), faculty members (total - 38) and
post graduate students and research scholars (total
-100) in the ten central universities in India. The detailed
lists of these departments were taken from the
Handbook of Indian Universities (AIU, 2004). The
primary respondents from these departments were
categorized into three groups: the head of the
departments, the teaching faculty members and students
comprising research scholars and masters students

• UNDERSATNDING LITERATURE IN ELEARNING
• Higher Education and Learning Technologies
• Learning Theories
• Blended Learning
• Elearning Communication Tools and Media
• Institutional Repository
• Learning Object
• Interoperability
• Learning Object Reusability
• Learning Management System (LMS)
• Elearning Resource Models
• Content Plus Support Model
• Wrap Around Model
• Integrated Model
• User Centered Design Model

• Recent E-Learning Movement
• The term e-learning is used in a variety of ways by different authors and the
literature shows that it is often used interchangeably with terms such as
‘online learning’, ‘virtual learning’, ‘telematic learning’, 'computer-based
learning (CBL)’, ‘computer-based training (CBT)’, ‘distributed learning’,
‘online resource based learning (ORBL)’, ‘networked collaborative learning
(NCL)’, ‘computer supported collaborative learning (CSCL)’ and others. E-
learning can be defined as teaching and learning enabled by electronic
media
• E-LEARNING TOOLS AND APPLICATIONS
• The term e-learning is used in a variety of ways by different authors and the
literature shows that it is often used interchangeably with terms such as
‘online learning’, ‘virtual learning’, ‘telematic learning’, 'computer-based
learning (CBL)’, ‘computer-based training (CBT)’, ‘distributed learning’,
‘online resource based learning (ORBL)’, ‘networked collaborative learning
(NCL)’, ‘computer supported collaborative learning (CSCL)’ and others. E-
learning can be defined as teaching and learning enabled by electronic
media.

• E-LEARNING ADVANTAGES AND DISADVANTAGES
• Spender (2001) in his study E-learning: are universities prepared in
online learning in a borderless market, identified and illustrated the major
advantages and disadvantages of e-learning as follow, advantages:
• E-leaning helps to center learning around the student instead of the
classroom. It also can focus on the strengths and needs of individual
learners, which is sometime not possible in a crowded class room within the
stipulated time period
• E-learning accommodates automated, continuous assessment of student
progress.
• E-learning permits to develop materials using the web resources and it
offers links to useful learning materials
• E-learning allows instructors to communicate information in a more
engaging fashion than in text-based distance education programmes, e-
learning offers a wide-range of text, diagrams and images with video and
sound, including virtual reality technology that in the future will improve the
effectiveness of the approach even further.
• Convenient for instructors to access any time, any place.
• It allows instructors to package essential information for all students to
access. Instructors can then concentrate on high level activities.
• It generates more personal gratification for instructors through quality

• It allows instructors to package essential information for all students to
access. Instructors can then concentrate on high level activities.
• It generates more personal gratification for instructors through quality
student participation.
• It accommodates multiple learning style using a variety of delivery methods
geared to different learners; more effective for certain learners.
• E-learning provides immediate feedback and positive reinforcement.
• It enhances computer and Internet skills of faculty members as well as
students and also they become more competent with keyboard and other
ICT components.
• The e-learning discussions are documented and can be used as learning
material.
• It facilitates cooperation between participants.
• Increased access to information and other resources not available in
traditional environments.

• E-learning systems are not without any disadvantages, major
disadvantages are listed below:
– The success of e-learning environment is greatly depend on the
active participation of all the participants and faculty members;
– Technical frustration due to the total reliance on technology and
outside support systems;
– Increased time-on-task due to the slowness of the medium and
the higher volume of messages, which can also contribute to
feelings of information overload;
– Possible miscommunication due to the loss of visual cues and
confusion in the sequence of events; and,
– Disjointed flow of communication because of the asynchronous
time frame.

• E-LEARNING CONTENT
• Learning content is having a paramount importance in e-learning
environment. E-learning content is more than a textbook. It not only
contains knowledge, but is also a learning facilitator. The content developer
can utilize many tools to develop different learning content other than plain
text such as slides, graphics, still pictures, animations, audio, and video. In
this respect, it seems it should be more similar to a dialogue than to a book.
There are different tools available to develop an e-learning content, which
would be selected as per the institutes’ requirements. Every tool is having
different functions, the following are some of the content development
tools:-
• Content Creation Tools (CCT)
• Content creation tools are the tools that course designers and teachers use
to create the content in e-learning environment. The content creation tools
are used to develop learning materials. There are many types of content
such as plain text, slides, graphics, pictures, animations, simulations,
assessments, audio, video etc. Typical examples of these systems are
Dream Weaver, FrontPage, Word, PowerPoint, and Director. These are
generic tools with few features developed specially for e-learning education.
In addition to the much used generic CCT tools, there are a number of CCT
tools that are specially made for development of educational content. The
most important of these CCT tools are termed authoring tools and
assessment tools.

• Authoring tools
• Authoring tools could be regarded as a subset of content creation
tools. It is a software application, used by non-programmers, that
utilizes a metaphor (book, or flow chart) to create online courses.
One may say that authoring tools are content creation tools that are
especially developed for creation of educational content.
• Assessment tools
• Content related to assignments and assessment is especially
important for educators. It has therefore been developed various
tools for development of different types of assignments such as for
example quizzes, multiple choice assignments, etc.

• Learning Management System (LMS)
• A learning platform (LP) is the entirety of tools and software to organize and
facilitate web-supported learning. Most web-enabled learning platforms are
designed as client/server applications. Almost all of the top selling and most
widely deployed learning platforms today are web-based systems using the
web standards HTTP and HTML, where just a web-browser and internet
connection are needed for access on the user side. Essentially used
synonymously with the concept of web-based learning platforms is the term
learning management system (LMS): LMS are specialized learning
technology systems based on Internet and web-technologies to provide
education and training. They usually provide tools for:
• Information distribution
• Learning material management (e.g. authoring, content packaging)
• Multiple communication facilities (e.g. chat, discussion, conferencing, etc.)
• Course management (e.g. online assessment, learner activity tracking)

• Learning Management System is a broad term that is used for a wide range
of systems that organize and provide access to e-learning services for
students, teachers, and administrators. These services usually include
access control, provision of learning content, communication tools, and
organizations of user groups. Examples of well-known LMS systems are
WebCT, Blackboard, Moodle, ATutor, etc. are the systems stands for
proprietary and open source LMS. There are however large number of other
commercial and open LMS systems that educational institution have
developed themselves. Kaplan-Leiserson (2005) provides the following
definition of LMS: software that automates the administration of training
events. The LMS registers users, tracks courses in a catalog, and records
data from learners; it also provides reports to management. LMS is typically
designed to handle courses by multiple publishers and providers. It usually
doesn't include its own authoring capabilities; instead, it focuses on
managing courses created by a variety of other sources. Hall & Snider
(2000) presents this alternative definition: LMS is software that automates
the administration of training events. All learning management systems
manage the log-in of registered users, manage course catalogs, record data
from learners, and provide reports to management.

• LMS is a program used to spread communication between teachers
and students and between students in the same class or those
participating in the same course. The LMS provides tools like e-mail,
chat, discussion groups, simultaneous writing to the same document
and statistical tools to be used by the teacher to track student
activities like logon, participation in discussion groups and handing
in of papers. Further, LMS can be used to create multiple-choice
tests, manage online examinations by closing the folder where the
student is handing in the examination paper within the timeout for
the exam. LMS can also be used for portfolio assessment. LMS is a
program intended to carry through three groups of tasks:
• Publication of educational content,
• Collaboration between students, tutors, and staff,
• Administration of users, courses, and classes.

• Regarding the first group of tasks, the tutor can load different course
materials into the LMS. These may constitute of in-line questions,
multiple-choice tests, active images, and presentations of lectures.
• For the second group, collaboration between students, tutors, and
staff, the LMS is used to spread communication between teachers
and students and between students in the same class or those
participating in the same course. LMS can provide synchronous
communication as well as asynchronous communications. Chat is
an example for synchronous or real time communication and
discussion group is an example for asynchronous communication.
These communication tools uses in e-learning environment for
interaction between students and teachers. Administrators and
teachers can broadcast messages to a class or group of users. The
students can use it to ask for administrative or technical help.

• For the third group, the administrators or teachers can define any numbers
of discussion groups. These groups can be either private in which only
invited people can participate, or they can be public. Management is the
central element of a learning management system. Examples of
administrative tasks are:
• Create or delete new users
• Create or delete new classes
• Enroll students in classes
• Authorize users to access courses for specific periods of time.
• Assign different roles to control access to system. Offer multiple levels of
authority along with controlled access to your courses with user ID and
password
• Keep track of students individually or entire classes, and track student
progress, and statistical tools to be used by the teacher to track student
activities like logon, participation in discussion groups and handing in of
papers.
• Manage online examinations by closing the folder where the student is
handing in the examination paper within the timeout for the exam.
• Conduct portfolio assessment.

• Popular Learning Management System
• LMSCategory Company Homepage
• Blackboard Proprietary Blackboard, Inc.www.blackboard.com
• WebCT ProprietaryWebCT, Inc.www.webct.com
• TopClass ProprietaryWBT Systemswww.wbtsystems.com
• Moodle Open Source Moodle Inc. www.moodle.org
• ATutor Open SourceATRCwww.atutor.ca
• Brihaspati Open SourceIIT, Kanpur h
ttp://brihaspati.sourceforge.net
• ILIAS (Open Source)Universität Kölnhttp://www.ilias.uni-
koeln.de/ios/index-e.html
• FirstClass Proprietary Open Text
Corporationhttp://www.firstclass.com
• LearningSpace Proprietary IBM (Lotus)
http://www.lotus.com/products/learnspace.nsf/wdocs/homepage?
opendocument

• LEARNING OBJECT STANDARDS
• The adoption of standards enables computer to process routine tasks
without any hindrance and not even slowing down the machine. Learning
standards create learning objects interoperable, reusable and
interchangeable of the learning object from one system to another.
• Liu, (2003) organized the learning standards and specifications in to five
categories
• Metadata: - Learning content and catalogues must be labelled in a
consistent way to support the indexing, storage, discovery (search) and
retrieval of learning objects by this multiple tools across multiple
repositories. Data used for this purpose are referred to as learning object
metadata (LOM). Several initiatives are creating metadata standards: the
Learning Object Metadata (LOM) of IEEE Learning Technology Standards
and the Dublin Core Metadata.
• Content Packaging: - Content packaging specifications and standards allow
courses to be transported from one learning system to another. The
initiatives dealing with content packaging include: the IMS content
packaging specification, the IMS simple sequencing specification, the ADL
Sharable Content Object Reference Model (SCORM).

• Learner Profile: - Learner profile information can include personal
data, learning plans, learning history, accessibility requirements,
certifications and degrees, assessments of knowledge and the
status of participation in current learning. The most important effort
to standardize learner profile information is the IMS Learner
Information Package (LIP) specification.
• Learner Registration: - Learner registration information allows
learning delivery and administration components to know what
offerings should be made available to a learner, and provides
information about learning participants to the delivery environment.
• Content Communication: - When content is launched, there is the
need to communicate learner data and previous activity information
in to the content. Work going on is the ADL’s Sharable Content
Object Reference Model (SCORM) project based on the CMI
specification of the Aviation Industry CBT Committee.

• Similar efforts to develop a common conceptual
definition of LOs have yet to emerge. Polsani explains
the broad understanding among the members of the LO
community about the functional requirements of LOs:
• Accessibility: the LO should be tagged with metadata so
that it can be stored and referenced in a database
• Reusability: once created, a LO should function in
different instructional contexts
• Interoperability: the LO should be independent of both
the delivery media and knowledge management systems

• Learning object development is a collective enterprise among the
programmers, graphic designers and subject experts, a standardized
approach can accelerate and establish efficiency in the LO strategy. The
organization benefits by using learning objects because it is able to:
• develop and deploy learning content quickly and efficiently
• port content easily between multiple learning management systems and
learning content management systems
• reduce content development and delivery costs
• reduce maintenance time and costs
• Likewise, the learner benefits because he or she can access individualized
learning paths and competency-based rather than course-based learning
events. It is important that the developers agree to a set of specifications for
development of LOs covering such areas as technology, editorial
requirements, stylistic considerations, etc. There are several arguments for
designing and developing material to be reused as learning objects,
including the following standards and criteria:

• E-LEARNING COMMUNICATION MEDIA
• In an e-learning environment different types of media of
communication can be used. Communication between teacher and students
through the use of a discussion forum was an important aspect of this
course; the discussion forum contained links to learning event information,
announcements, and questions.
• Synchronous
• Communication in an e-learning environment can be through
synchronous or asynchronous learning media. Synchronous requires
simultaneous participation of all learners and instructors at different
locations. It indicates any learning event delivered in real-time to remote
learners, which includes immediate, two-way communication among
participants. It can also be considered as scheduled delivery of learning.
• Synchronous media commonly use virtual classroom, web conferencing,
Webcasting, Webinars, eConferece, software to support live and interactive
learning events delivered on the World Wide Web. The learning would be
taken place live and real time.

• Asynchronous
• In a traditional classroom learners can pose questions or comments to the
instructor, interact in verbal discussions, or collaborate with small groups.
Similar forms of interaction and collaboration exist in e-learning
environment, with a few substantial differences. The major difference is that
written communication is much more prevalent in e-learning classrooms.
• Asynchronous does not require simultaneous participation of learners and
instructors. It refers to a learning situation where the learning event does not
take place in real-time. Therefore, asynchronous e-learning is “on-demand
delivery” of learning, which gives learners more control over the learning
process and content. It usually takes forms such as: (1) electronic mail and
listserv, (2) public electronic bulletin boards/newsgroups or collaborative
systems for discussion, etc
• Asynchronous technologies involve having the learner control the time,
place, and even the content that they view. Asynchronous technologies
include web-based training courses and searchable databases, such as
learning or knowledge portals, testing tools, and help systems

• Synchronous vs. Asynchronous media used in e-learning
• Distinctive Features Examples Synchronous
• Real time
• Live
• Usually Scheduled and time specific
• Collective and often collaborative
• Simultaneous virtual presence with other learners and facilitators or
eMentors
• Concurrent learning with others
• Instant messaging
• Online Chat
• Live Webcasting
• Audio-conferencing
• Video-conferencing
• Web-conferencing

• Asynchronous
• Intermittent access or interaction
• Self-paced
• Individual or intermittently collaborative
• Independent learning
• Usually available any time
• Recorded or pre-produced
• E-mail
• Threaded discussion
• Boards
• Web-based training
• Pod-casting
• DVD
• Computer based training

• THE PRESENT STATE OF LIS TEACHING
• There are various methods and techniques used in the
teaching and learning exercises in library and information science
departments in India. The classroom based teaching is one of the
most known and effective teaching methods. The advent of
information and communication technologies changed the way we
teach and learn in a face-to-face system. The fact is that majority of
the faculty members are making use of the available technologies in
their department like computer and LCD (Liquid Crystal Display)
projector, document files, slideshows, graphics and images, audio
and video files, etc. The following session explains the facilities
available in the department, the skill of faculty members in using
these components, the support and encouragement proffered by the
department, etc.

Responses Frequency Percent
More than
adequate
1 10.0
Adequate 6 60.0
To some extent 3 30.0
Total 10 100.0
HEAD OF DEPARTMENTS RESPONSE IN LIS
Availability of ICT infrastructure in the Department

Frequency Percent
Yes 8 80.0
No 2 20.0
Total 10 100.0
Separate computer and net in the faculty room

Syllabus Infrastructure
Frequency Percent Frequency Percent
Every three
year
2 20.0 2 20.0
Every five
year
6 60.0 6 60.0
Every ten
year
1 10.0 1 10.0
Other 1 10.0 1 10.0
Total 10 100.0 10 100.0
Frequency of updating the syllabus and infrastructure

Present Teaching Method and Utilization of the Infrastructure
90% percentage of the departments facilitates information and
communication facilities to utilize them in the teaching and learning exercise.
It is very interesting that all the departments (90%) provide all possible
encouragements and support to the faculty members to utilize these
technologies in their regular teaching practice. It is observed that majority of
the head of the departments are ready to provide all possible supports if the
faculty members are ready to implement any new system in their teaching
practice.

50 percent of the head of the departments are
affirmatively opined that their faculty members are quite
efficient especially regarding the application of
information and communication technologies in their
academic exercises. It is very important to have good
team of faculty members to explore and implement new
technologies in their regular teaching practice. 20% of
them believe that the faculty members are required to
undergo a thorough training programme to enhance
their ICT know-how and how to utilize e-learning in
teaching process. It is observed that they are mainly
using the basic components of ICTs in their academic
exercises.

Facility to access e-journals in the department
Frequency Percent
Yes 9 90.0
No 1 10.0
Total 10 100.0

University is a system to support and promote research work.
Majority of the departments are offering research programme and
contributing valuable output to the existing knowledge.
70% of the selected departments are offering research degree
such as M. Phil. or Ph. D.
60 percentage of these departments keep their research output
i.e. thesis and dissertation in simple printed format.
It is observed that few departments are there started converting
thesis and dissertation in to the digital format . The benefit of the
electronic version available online is that the other departments
can browse their research work and perceive the trend and the
gap of the research, which in turn would help to avoid the
replication of the work.

. Frequency Percent
Extremely
important
6 60.0
Very important 3 30.0
Important 1 10.0
Total 10 100.0
Importance of the application of e-learning in LIS teaching

Majority of the department heads strongly believe that their department is not having
sufficient infrastructure to implement e-learning in their teaching exercises. It is clear
from the data that the infrastructure in 90% of the departments has to be improved.
. Frequency Percent
Plan within the six
month
1 10.0
Plan within one year 6 60.0
Interested but no
definite plan
3 30.0
Total 10 100.0
Future plan to accelerate e-learning in the teaching process

. Frequency Percent
Classroom based teaching
and learning combined with
asynchronous e-learning
9 90.0
Live synchronous e-learning
(via web conferencing
system)
1 10.0
Total 10 100.0
Suggested teaching and learning model for LIS in India

. Frequency Percent
Adequate 14 66.7
To some extent 7 33.3
Total 21 100.0
ICT Knowledge of Faculty members

. Frequency Percent
Yes 19 90.5
No 2 9.5
Total 21 100.0
Computer facility at home

. Frequency Percent
Yes 7 33.3
No 14 66.7
Total 21 100.0
Faculty members having Personal Weblogs

.
Respons
es
Docume
nt Files
Slide
Shows
Graphics
and
Images
Audio and
Video files
Other
Fre
que
ncy
Per
cen
t
Fre
qu
enc
y
Per
cen
t
Freq
uenc
y
Perc
ent
Freq
uenc
y
Perc
ent
Freq
uenc
y
Per
cen
t
Yes 11 52.
4
18 85.
7
10 47.6 4 19.0 1 4.8
No 10 47.
6
3 14.
3
11 52.4 17 81.0 20 95.
2
Total 21 100
.0
21 100
.0
21 100.
0
21 100.
0
21 100
.0
Use of different ICT components in teaching process

• E-LEARNING EXPERIENCE
• E-learning is a new way of learning the things, many of the LIS
departments in Europe and other developed countries are already
implemented e-learning in their regular face-to-face teaching
practice for example Indiana State University, Southern Connecticut
State University, Drexel University, University of Illinois, etc. In India
e-learning is still in its infancy particularly library and information
science education. Some initiations are taking place but still have a
long way to go. There are educational institutions and organizations
engaged in this endeavour like IGNOU, Delhi University,
Documentation Research and Training Centre (DRTC), (CEC-
UGC), SALIS in collaboration with UNESCO, etc. E-learning can be
supplemented to the existing system as an add-on programme and
it is not at all a replacement or substitute of the face-to-face system

. Frequency Percent
Excellent 2 3.8
Good 31 59.6
Fair 18 34.6
Poor 1 1.9
Total 52 100.0
STUDENTS RESPONSE
Respondents’ knowledge about e-learning

• eCLIS: PROTOTYPE MODEL OF ELEARNING IN LIS
• Features of eClis
• The major features of e-learning Classroom-resource for library and
information science (eClis) are listed below.
• eClis makes it mandatory that all users have to log in to the system by using
their unique user name and password.
• eClis makes it easy to create new users such as admin or teacher or learner
and can edit or delete the profile of these users.
• eClis makes it easy to create new courses and papers. It enables to update
and edit the course and papers as per the requirements of the department.
• eClis facilitates attendance register to mark the presence or absence of
students in the class.
• eClis provides lecture note option where the faculty members can upload
their lecture notes on different topics and also provides a space for learners’
comments where the learner can post their comments on that lectures.

• eClis facilitates an integrated multimedia courseware in the subject it can
be used and re-used by different learners from various geographical
boundaries. There is a facility to edit the courseware as per the
requirements of the department. The faculty members can attach any
type of files like doc., PPT, audio and video, etc with the courseware and
this can be listed at the bottom of the each courseware.
• eClis provides the details of the eMentor and the learner can contact
them as and when the learner wish.
• eClis provides academic corner where the learner and eMentor can utilize
all the learning activities such as lectures, assignments and forums.
• eClis organizes all the students registered for each course under the
course category and also can show all the learners in the department
randomly.
• eClis lists the topics and concerned eMentors with their contact links.
• eClis is integrated by different course support activities such as
assignment, courseware, news and events, etc.
• eClis provides an academic calendar, which is very important for both
learners as well as the eMentors.
• eClis provides administration control option, administrator can manage all
the major activities of the entire system like add and delete of eMentor,
learner and courses.
• Learners can login anytime, anywhere to interact with eMentor and
exercises their course work as per their convenient.

eClis courseware reference and attachment view

Shailendra Kumar
Anas K.
Special Thanks to Asker A.

E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E N C E

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Similaire à E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E N C E

Similaire à E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E N C E (20)

E L E A R N I N G I N L I B R A R Y A N D I N F O R M A T I O N S C I E N C E