=Paper=
{{Paper
|id=Vol-2879/paper18
|storemode=property
|title=Management of online platform development and support process
|pdfUrl=https://ceur-ws.org/Vol-2879/paper18.pdf
|volume=Vol-2879
|authors=Kateryna V. Vlasenko,Sergii V. Volkov,Iryna V. Lovianova,Olena O. Chumak,Irina V. Sitak,Dmytro Ye. Bobyliev
}}
==Management of online platform development and support process==
https://ceur-ws.org/Vol-2879/paper18.pdf
Management of online platform development and
support process
Kateryna V. Vlasenko1 , Sergii V. Volkov2 , Iryna V. Lovianova3 , Olena O. Chumak4 ,
Irina V. Sitak2 and Dmytro Ye. Bobyliev3
1
Department of Mathematics, National University of “Kyiv Mohyla Academy”, 2 Hryhoriya Skovorody Str., Kyiv, 04655,
Ukraine
2
The Institute of Chemical Technologies of the East Ukrainian Volodymyr Dahl National University, 31 Vladimirskaya
Str., Rubizhne, 93009, Ukraine
3
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
4
Donbas National Academy of Civil Engineering and Architecture, 14 Lazo Str., Kramatorsk, 84333, Ukraine
Abstract
The matter of building an optimal model of managing the online platform “Higher School Mathematics
Teacher” is considered in this article. The existing researches on the management of online platform
development and support process have been analyzed in this paper. The model developers described
the process of building an online platform according to the Software Development Lifecycle rules. The
researchers described an online course platform creation and functioning process that corresponds to a
five-stage pedagogical ADDIE model (Analysis, Design, Development, Implementation, and Evaluation)
of online course preparation. The research describes the roles and objectives of online platform team
members. These results allowed the authors of the article to model the organizational structure of online
platform management. The method of survey among the team members of the online platform “Higher
School Mathematics Teacher” and its participants was used to prove the efficiency of the offered model.
The results allowed us to confirm the actuality of the research in the management of educational platforms,
the convenience of teamwork in online platform management, and successful model implementation.
Keywords
online platform management model, organizational structure of online platform management, teamwork
1. Introduction
Among the experts [1], who help newcomers to cope with the challenges of teaching online
courses, the importance to determine creative strategies to manage large online classes is
CTE 2020: 8th Workshop on Cloud Technologies in Education, December 18, 2020, Kryvyi Rih, Ukraine
" vlasenkokv@ukr.net (K. V. Vlasenko); sergei.volkov@ukr.net (S. V. Volkov); lirihka22@gmail.com
(I. V. Lovianova); chumakelena17@gmail.com (O. O. Chumak); sitakirina@gmail.com (I. V. Sitak);
dmytrobobyliev@gmail.com (D. Ye. Bobyliev)
~ http://formathematics.com/uk/tyutori/vlasenko/ (K. V. Vlasenko);
http://formathematics.com/uk/tyutori/sergij-volkov/ (S. V. Volkov); https://kdpu.edu.ua/personal/ilovianova.html
(I. V. Lovianova); http://formathematics.com/uk/tyutori/olena-chumak/ (O. O. Chumak);
http://formathematics.com/uk/tyutori/irina-sitak/ (I. V. Sitak); https://kdpu.edu.ua/personal/dbobyliev.html
(D. Ye. Bobyliev)
0000-0002-8920-5680 (K. V. Vlasenko); 0000-0001-7938-3080 (S. V. Volkov); 0000-0003-3186-2837 (I. V. Lovianova);
0000-0002-3722-6826 (O. O. Chumak); 0000-0003-2593-1293 (I. V. Sitak); 0000-0003-1807-4844 (D. Ye. Bobyliev)
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
333
stated. These strategies include the use of a strong syllabus, clear instructions, well-organized
learning materials, and prompt feedback. A great issue for online moderators must be that the
nature of online education increases the importance of the right solution to these management
issues, adding several additional obstacles. Among them – the selection of the right tools of
communication and protocols, the solution to technological issues, management of students’
expectations, and community building. And these are only some of the issues that can cause
difficulties among online moderators. For instance, teachers who cannot organize weekly
face-to-face meetings with students in the class, claim that the management of online course
workload is much more difficult than the class course management. While organizing education
on the online platform “Higher School Mathematics Teacher” [2], its objective, concept, and
development principles that are described in the researches [3, 4], tutors also faced certain
problems of managing the support process of the online course development.
2. Analysis of scientific researches
While describing the stages of online course development Puzziferro and Shelton [5] emphasized
that the teachers who are experts in their subject cannot be expected to become experts in
educational design during the course development. According to the researchers, online course
development requires a systematic process that analyzes the goals of course learning, provides
the content, interactivity, and assessment. Considering the challenges of online learning, Gillett-
Swan [6] described the obstacles that students face while completing the course tasks online.
The scientist paid attention to the importance of a clear division of roles and tasks among
the team members who organize an online education. Muriki [7] examined the readiness of
tutors from Kenyan universities for online education and pointed out the necessity of constant
team members’ interaction that ensures the online educational process. The research results
given by Alam [8] showed that students often feel anxiety while doing their first online course.
The scientist recommends helping students feel more confident and secure by doing that at a
controlled level.
According to the Gagné’s theory ‘Conditions of Learning’ [9], there are several different
types or levels of online education. The significance of these classifications is that each different
type requires different types of instruction. Gagné identifies five major categories of learning:
verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The
theory shows how to manage an online course. Merrill [10] in his research selected 5 principles
of instructional design that allow increasing the online education efficiency. The scientist
highlighted the use of Software Development Life Cycle (SDLC) as a basis for these principles.
Sacchanand and Jaroenpuntaruk [11] also showed the considerable efficiency of SDLC use with
a combination of the waterfall, phased, and prototyping approaches while developing web-based
applications for distance learning. Later Hughey in [12] pointed out the disadvantages of SDLC
use for system development. He assumed that Agile methodologies use, in particular, Scrum
methodology allows to improve significantly the whole development process. Considering all
the existing researches on the management of online course development and support, the
aim of the research has been formulated. It included the determination of the structure and
sequence of online platform team development stages; it also offers and describes an optimal
334
model of managing the online platform “Higher School Mathematics Teacher” [2].
The objectives of the research were the following:
1. To determine the roles and objectives of online platform team members.
2. To describe the process of online platform development, assign the objectives and roles
for online process participants at every stage.
3. To offer the stages of the online course platform creation and functioning, indicate team
members’ roles and describe the necessary objectives.
4. To develop the organizational structure of online platform management.
5. To check the efficiency of the organizational structure of online platform management.
3. Method
3.1. Roles and objectives of online platform team members
The first objective implied the analysis of the existing resources [1, 6, 7, 8] and experts’ recom-
mendations [5, 13, 14]. A group of researchers [1, 6] described management problems that can
be experienced while creating an online platform. They determined the requirements for the
development technologies and its organization, formulated the conditions of interaction with
participants, described team and systematic approach to online course development, defined
team members’ roles and objectives. According to the researchers, the efficiency of online
platform creation and functioning depends directly on the work clarity and synergy of all the
team members. In order to ensure this task, it is necessary to determine the leading role of an
online platform coordinator. The online platform coordinator carries out project management,
ensures the coordination and functioning of staff work at all the stages of Software Development
Life Cycle (SDLC) [15]. The main objectives of the online platform coordinator are:
1) compilation of requirements for the platform and problem statement;
2) selection of online platform development technologies and methodologies;
3) task implementation planning;
4) involvement in team creation and coordination of its daily activities;
5) creation of the course template.
In order to create an online platform, in particular design and its software, it is necessary to
have a developer or a group of developers in the team. The developer provides software tools to
create, manage, and assess the course and also is responsible for software modernization during
its lifecycle.
The main objectives of online platform developers are:
1) selection of software tools for online platform development (front end technology, back end
technology, system of data storage);
2) determination of system requirements for the online platform;
3) creation of the online platform design according to its usability;
4) online platform program implementation;
335
5) online platform software testing;
6) software modification according to modern tendencies of information technology develop-
ment;
7) software modification according to the users’ recommendations to improve its elements;
8) online platform workability and reliability maintenance;
9) security.
The course developer (teacher) or a group of developers are responsible for course content
design and development and management of the learning process. At the same time, it is
recommended [1, 5] to consider that the process of course creation should be done following
ADDIE models (Analysis, Design, Development, Implementation, and Evaluation) [16], Bloom’s
taxonomy [17], the conditions of learning by Gagné [9], and Merrill’s principles [10].
The main objectives of the course developer are:
1) course learning goals and problem statement;
2) creation of the learning program according to the aims and objectives;
3) development of structure, content, form, and methods of knowledge control;
4) determination of knowledge assessment criteria, description of requirements for task imple-
mentation;
5) learning process control;
6) communication with the course participants during private and group online consultations.
Considering the fact that teachers are not experts in educational design, there should be a
content manager in the team for the technical support of content management while creating
and using a course. They provide technical assistance in publishing course content on the
platform and during all the time of its use.
The main objectives of the content manager are:
1) text content uploading on the platform;
2) ensuring high quality of the course content design;
3) creation, transformation, optimization, and posting of graphics, video, audio, animation
content of the course;
4) posting of knowledge control elements, such as testing, surveys, and interactive tasks;
5) ensuring the right workability of the course elements during all the time of its use.
Moreover, an important factor of the educational platform functioning is the presence of its
clients - participants. In order to ensure the search for and service of course participants, the
presence of a client manager in the team is recommended.
The main objectives of the client manager are:
1) users’ signing up for the course and providing access to it;
2) incoming calls and emails processing;
3) mailing management;
4) signing a contract for the course;
336
5) forming participants’ group;
6) course scheduling;
7) course certificate issuance;
8) course advertising and promotion.
In order to check the course content correspondence to intellectual property law, it is necessary
to introduce the role of a copyright specialist. They have legal control over the use of image,
video, and audio information and other course elements. They analyze the course plagiarism
and ensure legal support of online platform work.
3.2. The process of online platform development
The process of developing an online platform “Higher School Mathematics Teacher” [2] was
implemented according to the rules of the SDLC rules [15] that described the stages of this
process. This method is successfully implemented while creating software for online education
[11, 18, 19]. It includes such stages as Requirement Analysis, Designing, Developing, Testing,
Deployment in the Market, and Maintenance. The use of the waterfall model methodology [15]
during the platform development turned out to be inappropriate because this model does not
consider possible requirement changes during the development cycle. Also, it was considered
that the project implementation can take much more time than the development using iterative
methodology [20]. Due to this fact we used a flexible development methodology Agile [3] in
particular Scrum process [3].
Scrum-development process is designed for teams that usually include up to 10 people. This
number of people corresponds approximately to the permanently functioning team of the
online platform “Higher School Mathematics Teacher” [2]. The process itself allows providing
a functioning product with new capabilities for the final user during strictly determined and
short intervals (sprints).
Considering that the online platform after all the development stages will be continuously
improved, we are planning to use this method during all its functioning. Based on the outlined
methods, online platform lifecycle stages were offered. Following every stage, the participants’
roles and the main objectives of the process were determined (table 1).
3.3. Creation and functioning process of the online course on the platform
Every online course [2] has a template structure, determined at the stage of requirement analysis.
Accordingly, the process of online course creation and functioning should also have a versatile
lifecycle from its formation until the end of the learning process. The process of the online
course creation and functioning should correspond to the pedagogical models.
ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) [16] is the
most spread model of online course development that includes 5 design stages. Considering
these stages we also use the system offered by Merrill [10]. The scientist highlighted 5 princi-
ples of instructional design: demonstration, application, task-centered, activation, integration.
Moreover, he recommended Conditions of Learning, pointed out by Gagné [9]. The expert
outlined nine instructional events and corresponding cognitive processes:
337
Table 1
The process of developing an online platform and participants’ role in the waterfall development model
Development Participants’ roles Description
stage
Requirement Online platform coordinator Requirement analysis is the most important
Analysis Online platform developer and fundamental stage. It is performed by the
Online platform coordinator most experienced and advanced team mem-
Online platform developer bers. The participants discuss the requirements
Course developer for the online platform. This stage aims to de-
Course developer termine detailed requirements for the system.
Moreover, it is needed to make sure that all the
participants have understood correctly the set
the objectives and how exactly every require-
ment would be implemented
Designing Online platform coordinator The designing stage implies the selection and
Online platform developer description of online platform software archi-
tecture, modularity, and determination of data
storage structure, description of users’ options,
design creation and coordination according to
its usability
Developing Online platform developer The factual development takes place at this
stage and the online platform is created. The
programming code is written according to the
predetermined requirements. Data storage
structure is created. The server and other on-
line platform hardware are set up
Testing Online platform developer This stage includes fault determination (bugs,
errors) of the online platform. They are deter-
mined, monitored, corrected and tested again
as long as the platform achieves the quality
standards determined at the stage of require-
ment analysis
Deployment in Online platform coordinator After testing and determining the online plat-
the Market and Online platform developer form readiness, the deployment stage takes
Maintenance Course developer place. The platform is posted on the Inter-
Content manager net. Team members, who upload the content,
Client-manager ensure feedback with users, and organize the
learning process. In case of finding post-release
bugs (errors) the information about them is
given to the developers who carry out their cor-
rections in reports
1. Gaining attention (reception),
2. Informing learners of the objective (expectancy),
3. Stimulating recall of prior learning (retrieval),
4. Presenting the stimulus (selective perception),
338
5. Providing learning guidance (semantic encoding),
6. Eliciting performance (responding),
7. Providing feedback (reinforcement),
8. Assessing performance (retrieval),
9. Enhancing retention and transfer (generalization).
Bloom’s taxonomy was chosen to manage the assessment system. In the Bloom’s taxonomy
[17] the cognitive domain is broken into the six levels of objectives: remember (knowledge),
understand (comprehension), apply (application), analyze (analysis), evaluate (evaluation), and
create (synthesis). Considering the chosen models and their conditions of use, we were focused
on the stages (table 2), where team members’ roles and necessary objectives were indicated.
3.4. Organizational structure of online platform management
After the distribution of roles and objectives among online platform team members we repre-
sented an organizational structure of its management (figure 1). The online platform consists of
separate independent online courses. Every online course is created by a course developer and
is posted by a content manager under the course developer’s control. After the course posting a
copyright specialist checks the content’s correspondence to the intellectual property law. In
case of detecting inconsistencies, the copyright specialist gives this information to the course
developer who makes corrections in the course with the help of the content-manager. The
platform coordinator ensures control over the course quality and posting terms, and also solves
non-standard situations that can arise during the communication among team members.
While posting the course content managers use software tools that were created in the
development process by online platform developers. In case of necessity, online platform
developers consult content managers on technical issues of using a particular tool. If it is
necessary to add or improve course posting tools, the developer modifies the programming part
of the platform.
4. Results
In order to carry out the analysis of the offered organizational structure model of managing
an online platform and check its efficiency, we held a survey among the team members of the
online platform “Higher School Mathematics Teacher” and the participants who had or have
online courses on our platform.
We offered 13 questions for team members; every question was processed on a scale from
1 to 5. The rating of every task was defined by calculating the total number of points among
all the respondents and its division into the number of respondents (table 3). Overall, 15 team
members took part in this survey; the majority of them are teachers (online course developers).
In general, all the survey questions were highly assessed, which confirms the research
actuality in the management of educational online platforms. As it is seen in Table 3the survey
participants gave the highest rating to convenience of teamwork while developing an online
platform and an online course on the platform, which can indicate the efficiency of this model.
The need of having a copyright specialist in the team was highlighted as the least important
339
Table 2
Process of online course creation and use
Stage Participants’ roles Description
Development of the Online platform Creation of the course structure, problem statement, and
course curriculum coordinator results of its research, list of knowledge and skills that
Course devel- will be received as a result of its research. Description
oper of types and criteria for the studied material assessment.
Determination of communication method
Course material Course developer Preparing text, graphic, video, audio course content.
preparation Preparing individual or group tasks to assess the studied
material (tests, situational tasks, practical or laboratory
tasks, etc.)
Course posting on Course developer Converting the prepared course material into the type
the online platform Content-manager which corresponds to the requirements of platform us-
ability and their deployment in the platform system. For
instance, optimization of graphic files and their modifi-
cation to “the best” format to increase the downloading
speed via the Internet
Course testing Course developer Checking the course completion and content conformity
Content-manager to the program. Checking “broken” links in the text.
Checking the correctness of video opening, animated
elements workability, tests, etc. Testing by simulating the
entire course taken by a participant
Legal course verifica- Copyright specialist Checking the conformity of the used images, video and
tion audio information, presentations, and other course ele-
ments to the intellectual property law. Plagiarism check
Course clients’ Client manager Course advertisement and promotion on the Internet and
search and registra- social networking sites. Participants’ registration and
tion group forming, course schedule. Signing course agree-
ments if necessary
Learning process Course developer Learning process management. Carrying out communi-
Client-manager cation with participants. Carrying out knowledge assess-
ment. Preparation and issuance of course certificates
Course participants Course developer Developing tests and practical tasks. Checking practi-
and control system cal course tasks using those ones that include checking
assessment course-mates’ tasks and peer assessment, along with dis-
cussing it on the forum
Course moderniza- Client-manager Carrying out surveys among the participants on course
tion Course developer readiness, its design, and usability. Carrying out survey
Content-manager analysis. In case of detecting problems, modifying the
course
requirement, the fact that proves that most course developers can monitor independently the
observance of intellectual property law. Considering that several teachers have special skills to
post independently online course materials on the platform the content manager’s role does not
have a high rating. The use of ADDIE model, Merrill’s principles, Gagné’s levels of learning, and
Bloom’s taxonomy in the online course have the highest rating, which proves that the platform
340
Figure 1: Organizational structure model of managing the online platform “Higher School Mathematics
Teacher” [2].
teachers have a certain experience of online course creation and management. Participants of
the online platform “Higher School Mathematics Teacher” were given 10 questions, each of
which was assessed on a scale from 1 to 5 points. The average rating was calculated using the
same method as the previous one. 127 respondents took part in this survey. The survey results
are represented in table 4.
The survey participants gave the highest rating to the convenience and quality of the online
platform “Higher School Mathematics Teacher”, which proves that the model we offered can be
successfully put into practice. The participants gave the highest rating to the online platform
structure quality and to the quality of representing the text content that is in our opinion very
important in the whole area of educational software. The participants gave the lowest rating to
the quality of visual design on mobile devices and the convenience of the interactivity system
during the course. It stimulates us to work over the improvement of adaptive design for modern
mobile devices, the functions of which constantly improve, as well as to search for methods to
improve the online course interactivity.
5. Discussion
The actuality of developing a matter of educational online platform management is conditioned
by a constant extension of demand for online education.
The authors’ idea about using a team model of online management is supported by the
researches on the system of online course development process [5], and search for solving
problems that students face during online education [6, 8, 21], and research on tutors’ prepa-
ration for online education and interaction between online platform team members [7, 22, 4].
The research analysis ensured the development of a model to implement an organizational
341
Table 3
Survey results among team members of the online platform “Higher School Mathematics Teacher”
Question number Questions Average rating
1 Convenience of teamwork during online platform 5,00
development
2 Convenience of teamwork during online course de- 5,00
velopment
3 Quality of organizational structure management 4,85
4 Necessity of a coordinator role 4,69
5 Necessity of a content manager role 4,62
6 Necessity of a client-manager role 4,77
7 Necessity of a copyright specialist role 4,38
8 Quality of lifecycle stages of online platform devel- 4,46
opment
9 Convenience of Scrum methodology while working 4,62
with the online platform
10 Necessity to use ADDIE model in the online course 4,38
11 Necessity to use Merrill’s principles in the online 4,38
course
12 Necessity to use Gagné’s levels of learning in the 4,38
online course
13 Necessity to use Bloom’s taxonomy in the online 4,38
course
On average 4,61
structure of management during online platform creation. As a result of implementing the
model developed by the team, an online platform named “Higher School Mathematics Teacher”
was created and posted on the Internet; this platform is functioning and developing [2].
While developing the online platform “Higher School Mathematics Teacher” a team of 8-10
participants was engaged, and among them, the roles of a coordinator, platform developer,
course developer, and content manager were defined. One participant could perform up to two
roles depending on their technical skills. For instance, the platform coordinator created their
separate online course and was a course developer, and the platform developer assumed an
additional role of a content manager.
One coordinator of all the team members was responsible for the organization of the whole
process. Two people were engaged in software development, they took part in the process at the
stages of requirements analysis, designing, development, and testing. Three content managers
who posted and tested the material together with the developers were determined at the online
course posting stage. After posting every online course a copyright specialist carried out an
analysis of the conformity of the used materials to the intellectual property law.
Teamwork provided successful development and functioning of the online platform “Higher
School Mathematics Teacher”
342
Table 4
The results of the survey among the participants of the online platform “Higher School Mathematics
Teacher”
Question number Questions Average rating
1 Quality of online platform structure 4,82
2 Quality of online course structure that was or is 4,65
learned
3 Convenience of carrying out knowledge assessment 4,53
4 Convenience of communication with the teacher 4,76
during the course
5 Convenience of interactivity system during the 4,41
course
6 Convenience of navigation system 4,65
7 Quality of visual design on the computer 4,71
8 Quality of visual design on mobile devices 4,41
9 Quality of presenting graphic, video, audio informa- 4,59
tion
10 Quality of presenting text content 4,88
On average 4,64
6. Conclusions
The research on the matter of development and support management of the online platform
“Higher School Mathematics Teacher” was carried out in the article. The actuality of the matter
to develop the online course management has been proven, which is conditioned by the fact that
online education quality depends on the quality of its development and support management,
as well as some issues that tutors of the online platform “Higher School Mathematics Teacher”
face.
The analysis of scientific researches and resources allowed us to determine the research
direction. The role of teamwork in online platform management was explained in the research;
the processes of online course development, as well as online course creation and functioning of
the platform, are described. The authors of the research recommended determining the leading
role of the platform coordinator and formulating their main objectives for the high quality of
the online platform management. It is necessary to choose an online platform developer to
represent software tools for creation, management, and assessment of the course process, and
also for the modernization of the software in the team. The researchers recommended having
course developers (teachers or a group of teachers) among team members to design and develop
the course content, as well as to manage the learning process. Considering the fact that teachers
are not experts in educational design, the authors of the article consider it necessary to have
content managers in the team for technical support of content management while creating and
using the course. Due to the need to satisfy the clients’ needs (educational platform participants),
the authors of the course offered to involve a client manager in the process. The necessity to
check the course content conformity to the intellectual property law required to introduce the
role of a copyright specialist. The rules and models are determined by the researchers and in
343
accordance with them, it is necessary to develop an online platform and create online courses
on it. The process of developing the online platform “Higher School Mathematics Teacher”
[2] should be carried out according to SDLC rules. Online course creation and functioning
should take place in accordance with ADDIE pedagogical model. The management of the
assessment system is better to be held following Bloom’s taxonomy. The selection of these
models allowed us to represent an online course creation and use process by stages with the
description of objectives for every stage and team members’ roles at these stages. As a result of
the research, the components and represented model of the organizational structure of online
platform management are determined.
The survey responses which were given by the team members of the online platform “Higher
School Mathematics Teacher” and online course participants prove the positive results of the
model implementation. The analysis of the participants’ responses confirmed the importance of
the educational platform management and convenience of teamwork in its implementation. The
participants’ high rating of the online platform convenience and quality proved the successful
implementation of the model.
The authors of the article consider the direction of further researches in the development of a
structural-functional model to design an online course for teachers’ professional development.
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