Khoá luận tốt nghiệp flipped classroom theory and application in teaching combinatorics and probability, 11th grade textbook

HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF MATHEMATICS
======

NGUYEN THI LY

FLIPPED CLASSROOM: THEORY AND
APPLICATION IN TEACHING
“COMBINATORICS AND PROBABILITY”,
11th GRADE TEXTBOOK

BACHELOR THESIS
Major: Mathematics teaching methodology

Hanoi, May 2019


HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF MATHEMATICS
======

NGUYEN THI LY

FLIPPED CLASSROOM: THEORY AND
APPLICATION IN TEACHING
“COMBINATORICS AND PROBABILITY”,
11th GRADE TEXTBOOK

BACHELOR THESIS
Major: Mathematics teaching methodology

Supervisor
Dr. Nguyen Ngoc Tu

Hanoi, May 2019


THESIS ACKNOWLEDGEMENT
First of all, I would like to express my sincere gratitude to Dr. Nguyen Ngoc
Tu for his guidance and encouragement. His guidance and support mean a lot to my
thesis and my life.
I also would like to thank all lectures of the Department of Mathematics,
Hanoi Pedagogical University 2 for their advices, comments.
My deepest gratitude goes to my family and my friends for their
encouragement everytime. They always believe and help me to pursue my dreams.

Hanoi, May 2019
Student
Nguyen Thi Ly


THESIS ASSURANCE
My thesis is completed under the enthusiastic guidance of Dr. Nguyen Ngoc
Tu and my efforts. In this research, I have consulted and inherited research results
of scientists with respect and gratitude.
I assure that the data and the results of this thesis are true and not identical to
other topics. I also assure that all the help for this thesis have been acknowledged
and results presented in the thesis have been identified clearly.

Hanoi, May 2019
Student

Nguyen Thi Ly


LIST OF ABBREVIATIONS
Symbols

Meaning

ADL

Advanced Distributed Learning

AICC

Aviation Industry Computer-Based Training Committee

BL

B-Learning

CD-ROM

Compact Disc-Read-Only Memory

CMI

Computer Managed Instruction

DCMI

Dublin Core Metadata Initiative

EL

E-Learning

F2F

Face-to-Face

FC

Flipped Classroom

HTML

Hyper Text Markup Language

ICT

Information and Communications Technology

IDD

Creating the Instructional Design Document

IEEE

Institute for Electrical and Electronics Engineers

IMS

Instructional Management Systems

IT

Information Technology

LAN

Local Area Network

LMS

Learning management system

LOM

Learning Object Metadata

LTSC

Learning Technology Standard Committee

PDF

Portable Document Format

SCORM

Sharable Content Object Reference Model

TC

Traditional Classroom

UK

The United Kingdom

USA

United States of American

XML

Extensible Markup Language


CONTENTS
PREFACE ...................................................................................................................1
1. Rationale .................................................................................................................1
2. Aims of the research................................................................................................1
3. Object and scope of the research .............................................................................2
4. Scientific hypothesis ...............................................................................................2
5. The main results of the thesis ..................................................................................2
6. Research methods....................................................................................................2
7. Task of the research ................................................................................................2
8. Structure of the thesis ..............................................................................................2

CHAPTER 1: INTRODUCTION ...............................................................................3
1.1. E-learning .............................................................................................................3
1.1.1. Definition the e-learning ...................................................................................3
1.1.2. The history of the e-learning .............................................................................4
1.1.3. Characteristics ...................................................................................................7
1.1.4. Structure ............................................................................................................8
1.1.5. Classification ...................................................................................................10
1.1.6. Standards .........................................................................................................10
1.1.7. Steps to design the system e-learning .............................................................13
1.1.8. Advantages and disadvantages ........................................................................14
1.18.1. Advantages ....................................................................................................14
1.1.8.2. Disadvantages ..............................................................................................17
1.2. B-learning ...........................................................................................................19
1.2.1. Definition the b-learning .................................................................................19
1.2.2. The history of the b-learning ...........................................................................20
1.2.3. Structure ..........................................................................................................21
1.2.4. Principles .........................................................................................................22


1.2.5. Models of the b-learning .................................................................................23
1.2.6. Steps to design the system BL ........................................................................25
1.2.7. Advantages and Disadvantages .......................................................................27
1.2.7.1. Advantages ...................................................................................................27
1.2.7.2. Disadvantages ..............................................................................................28
Conclusion of chapter 1 ............................................................................................30
CHAPTER 2: FLIPPED CLASSROOM ..................................................................31
2.1. Introduction to the Flipped classroom ...............................................................31
2.1.1. Definition the flipped classroom .....................................................................31
2.1.2. History of flipped classroom ...........................................................................33
2.1.3. Characteristics .................................................................................................34

2.2. The importance of Flipped classroom ................................................................35
2.2.1. The difference between traditional and flipped classroom .............................35
2.2.1.1. Bloom’s taxonomy .......................................................................................35
2.2.1.2. Thinking skills ..............................................................................................37
2.2.2. Advantages ......................................................................................................37
2.3. Application flipped classroom to Vietnam school .............................................39
2.3.1. Preparation ......................................................................................................39
2.3.2. Models .............................................................................................................40
2.3.3 Principles of the flipped classroom ..................................................................41
2.3.4. Steps to design the flipped classroom .............................................................42
2.3.5 Challenge of the flipped classroom approach for Vietnam .............................44
Conclusion of chapter 2 ............................................................................................46
CHAPTER 3: APPLYING THE FLIPPED CLASSROOM FOR TOPIC
“COMBINATORICS AND PROBABILITY”, 11th GRADE TEXTBOOK ...........47
3.1. Teaching contents and structure .........................................................................47
3.2. Learning outcomes and objectives .....................................................................48


3.2.1. Combinatorics .................................................................................................48
3.2.2. Probability .......................................................................................................51
3.2.3. Skills obtained after learning by Flipped Classroom ......................................52
3.3. Preparation .........................................................................................................53
3.3.1. Materials ..........................................................................................................53
3.3.2. Internet tools....................................................................................................54
3.4. Teaching plan .....................................................................................................54
3.4.1. Combinatorics .................................................................................................55
3.4.1.1. Rules of counting .........................................................................................55
3.4.1.2. Permutations- Arrangements- Combinations ...............................................61
3.4.1.3. Newton’s binomial .......................................................................................65
3.4.2. Probability .......................................................................................................69

3.4.2.1. Experiments and events................................................................................69
3.4.2.2. Probability of events ....................................................................................73
Conclusion of chapter 3 ............................................................................................78
CONCLUSION .........................................................................................................79
REFERENCES ..........................................................................................................80
APPENDIX


LIST OF FIGURES AND TABLES

Figure 1.1 Basic model of e-learning system (Nguyen Duy Hai, HNUE) .................9
Figure 1.2 The relationship between e-learning standards [7] ..................................12
Figure 1.3 Describe the structure of the BL teaching model (Blearning.com) .........21
Figure 1.4 Components of BL (Blearning.com) .......................................................22
Figure 1.5 Design a b-learning lesson (Norwegian Business School) ......................26
Figure 2.1 Bloom’s Taxonomy (By the Vanderbilt University Center for Teaching)
...................................................................................................................................36
Figure 2.2 Part flipped design – Clipart MS Word 7/2010 .......................................42
Table 3.1 Contents structure of chapter “Combinatorics and Probability”. .............47


PREFACE
1. Rationale
In the last few decades, when the trend of globalization has developed
strongly, the human resources of Vietnam is required to be able to compete with
other countries. Moreover, 21st Century Skills requires oral and written
communication; teamwork and collaboration; applying technology and critical
thinking and problem solving, etc., [13]. Therefore, education plays a more
important role than ever. Education not only transmits knowledge as before but
must trains a comprehensive human knowledge, capacity. In the face of that

challenge, reforming comprehensive education is necessary.
By oriented development of education innovation, students must be the
center of the teaching and learning process, thereby developing the abilities of the
students themselves. Moreover, with strong development of information
technology, students are now easy to access new sources of knowledge (internet,
books, media, etc.), not just in textbooks. That poses an urgent need for a new
teaching method to meet the needs to promote the positive in teaching and learning.
In recent years, the Flipped Classroom teaching method has begun to show
its effectiveness in schools and universities in the United States of American (USA).
Specifically, it is said that the online learning program of this method helps students
actively learn new knowledge before the help, guidance promptly of teachers. This
is an interesting method and I want to research and apply to a subject in high school
in Vietnam. I think Combinatorics and Probability are a close topic, useful in life
and are appropriate to apply Flipped classroom to teach. Under the guidance of Dr.
Nguyen Ngoc Tu, I decided to choose “Flipped Classroom: Theory and
application in teaching “Combinatorics and Probability”, 11th grade textbook” for
my research.
2. Aims of the research
Research the theoretical basis of E-Learning (FL), B-Learning (BL); Flipped
Classroom (FC) and apply FC method to “Combinatorics and Probability” to the
conditions of Vietnamese education. This is to improve the quality and
effectiveness of studying mathematics in high school.
This research is tend to answer the following questions:
- What is Flipped classroom (definition, history, characteristics, the
advantages and disadvantages, applications)?

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- Why is it important in teaching?

- How to adapt Flipped classroom in teaching the topic “Combinatorics and
Probability”.
3. Object and scope of the research
Flipped classroom and apply to “Combinatorics and Probability”, 11 th grade
Vietnamese textbook.
4. Scientific hypothesis
If teachers build and use the FC for the topic "Combinatorics and
Probability", it will contribute to improving the quality and effectiveness of
teaching this topic in high schools and especially math.
5. The main results of the thesis
Tools and the teaching plan “Combinatorics and Probability” by model FC.
6. Research methods
The methodology of reasoning.
Researching documents and resolutions of the Socialist Republic of Vietnam
on education.
Research books, thesis, magazines, etc. related to FC and teaching
combinatorics and probability.
7. Task of the research
Research the FC through EL and BL.
Construct teaching plans and tools for teaching the topic "Combinatorics and
Probability" by FC model.
8. Structure of the thesis
Besides the preface, conclusions and references, the thesis consists of three
chapters:
Chapter 1. Introduction
Chapter 2. Flipped classroom
Chapter 3. Applying the flipped classroom for teaching “Combinatorics and
Probability”, 11th grade textbook

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CHAPTER 1
INTRODUCTION
1.1. E-learning
1.1.1. Definition the e-learning
EL is an acronym from Electronic Learning.
There are a lot of definitions of EL. This section given some definitions is
stated by corporations, education centers and popular scientists.
William Horton defined “E-learning is the use of information and computer
technologies to create learning experiences”. [16]
MASIE Center stated E-learning as means learning or training to be
prepared, transferred and managed using the tools of information technology, media
and were made at the local or global.
The definition of EL of Lance Dublin is the use of technology to create, offer
valuable data, information, learning and knowledge for improving the operation of
the organization and development of personal capabilities
The Sun Microsystems stated EL as the study was supported by the
transmission or electronic technology. EL uses the transmission of many different
techniques such as the Internet, television, video tape, the intelligent teaching
systems, and computer-based training.
By E-learning site, EL is the transfer of activities, processes, and training
events and learning through electronic means such as the Internet, intranet, extranet,
CD-ROM, videotape, DVD, etc.
The definitions of EL are many and different. However, all of them have
some common points as follows: Based on information and communication
technology as network technology, engineering graphics, engineering simulation,
computing etc. And the effectiveness of EL than a traditional way by EL with
interactive multimedia-based, enabling learners to exchange information more
easily, as well as providing learning content matches the capabilities and

preferences of each person.

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From these common points, we can define the concept of EL by Compare
Infobase Inc: “EL is a term used to describe the learning and training on
information technology and communications”. [20]
The EL environment requires a very high self-study spirit of learners.
However, with more and more tools equipped and integrated into the EL system,
students can more easily learn by themselves such as a calendar system to remind
students to study, take tests, capacity assessment system, or an automated system
for designing targeted learning processes.
In general, EL is the most advanced and high-tech education solution for
agencies that want to automate the training process of their units. The use of EL will
bring some benefits to traditional education.
1.1.2. The history of the e-learning
This section is written primarily based on the documents [6] and [8].
Increasingly, human learning needs are increasing both in quality and
amount. Many courses open and these classes have different distribution times to fit
with each person. However, those classes cannot respond to the needs of everyone,
especially those who are working and want studies a further course. Moreover,
Information Technology (IT) is growing strongly; people all over the world have
been getting acquainted with computer networks. IT development has helped us to
build program studies with rich content learning. In education and training, they
give a new vocabulary, this is EL. From now on, we can sit home and take online
courses taught by the best teachers, the most experienced in the world.
The term “e-learning” has only been in existence since 1999, when the word
was first utilized at a CBT (computer-based training) systems seminar [8]. Other
words also begin to emerge to find an accurate description such as “online learning”

and “virtual learning”. The principles behind e-learning have been fully documented
throughout history and there is even evidence that early forms of e-learning existed
since the 19th century.
Long before the internet was launched, distance courses were being offered
to provide students with education on particular subjects or skills. In 1840, the first
distance education course is launched by Sir Isaac Pitman [8]. Although at the past
there are other courses of the pre-Pitman concept, his concept is similar to distance
learning as we know it today. His course centred to shorthand. Pitman sent

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shorthand documents to his students through postcards and they were asked to
resubmit for classification and repair. Although IT was not developed at the time, it
was undeniable that the initial effect of this method brought.
In the world, research on EL in education and training has been studied since
the 1990s of the century XX. The start of EL has been extensively studied in North
America and Europe, and then countries in the Asian region are also interested and
developed, especially Korea. In the late century XX, education and training has
received the achievements of Information and Communication Technology (ICT),
many studies on teaching and training software based on web technology, online
training courses etc. have been carried out. [6]
In 1924, the first testing machine was invented. This device allowed
students to tests themselves. Then, in 1954, BF Skinner, a Harvard Professor,
invented the “teaching machine”, which enabled schools to administer programmed
instruction to their students. It was not until 1960 however that the first computer
based training program was introduced to the world. This is PLATO (Programmed
Logic for Automated Teaching Operations). Continuous, the first e-learning
systems were really only set up to deliver information to students but as we
entered the 70s e-learning started to become more interactive. [8]

With the born of the computer and internet in the late 20th century, EL tools
and delivery methods expanded. In the 1980’s, the first MAC (Media Access
Control) was born allowed individuals to have computers in their homes, making it
easier for them to learn about particular subjects and develop certain skill sets.
By the early 90s, some schools had been set up that delivered courses online
only. Those schools making the most of the internet and bringing education to
people who wouldn't previously have been able to attend a college due to
geographical or time constraints. Businesses began using e-learning to train their
workers in the 2000′s.
Some EL systems typical of universities around the world:
The EL system of Western Governors University of USA is an online
university founded in 1997. The system activities under the support of many
computer and informatics companies such as International Business Machines,
America Online, Microsoft …

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The EL system of Glasgow University of UK activities under Modular
Object-Oriented Dynamic Learning Environment, one of the most widely used and
open source EL software available today.
At the same time, there are many studies mentioning the issue of promoting
Internet and ICT applications in schools. These studies have confirmed that ICT
supported learning has certain benefits such as learners can interact with the virtual
learning environment, study in their own style and can organize the learning process
proactively. In addition, there are a number of studies comparing standard learning
and learning in the information technology environment. The results show that
online learning provides and responds to better learners' needs, especially
universities education.
Studies on EL in teacher training have been researched and developed by

some European countries such as:
The teacher training system by IT of Cyprus was built by the Pedagogical
research institute, starting in 2005, ending 2009.
The system ePortfolio for teachers of Estonia implemented in the period
2005-2007. ePortfolio describes how to implement teachers' professional standards
through materials and demonstrations for teachers to self-study and develop their
careers.
Since 2000, most Finland teachers have had basic concepts about IT. Finland
has developed teacher training with the aim of providing online learning materials
on IT skills in teaching with the system KenGure for teachers of Finland (20052007).
Studies to build EL systems for teacher training in Portugal are program
trainers training to Virtual Learning Communities. The purpose of this study is to
provide a support framework for teachers and instructors developing capabilities to
use and integrate ICT on web technology, following a collaborative approach.
In the USA, the government has adopted policies to support EL applied
research since the late 1990s. According to the American Society for Training and
Development statistics, by 2000, 47% of universities and colleges have launched
different remote training models that make up 54,000 academic sciences. By 2004,
there are about 90% of universities and colleges build EL model, the number of
participants in the course increases 33% annually in the period 1999-2004. [6]

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In Asia, Korea is one of the leading countries in EL application and use EL
materials in teacher training. By 2003, Korea had 15 universities offer courses
based on IT. The universities among them are Cyber Korea, Digital Korean and
Open Cyber.
An event took place of late 2005 marking the development of EL of the
Asian. On 12/12/2005, the company Devki Informet Systems of India introduced

the website EL: online training specialist. This
website is applied globally.
In Vietnam, EL has been of interest since the 1990s of the 20th century. The
most prominent in this period is the company of Informatics Technology
School@Net with products for primary school students; manage schools, support
teachers to teach some subjects, then, gradually expand to higher education levels.
This confirms the potential of EL training. In recent years, there have been some EL
schools in our country and the Faculty of Business Administration of Da Nang
University of Economics is considered the first to implement EL training. [6]
1.1.3. Characteristics
EL was born and developed thanks to the achievements of ICT and brought
enormous benefits, marking a turning point in global education. Many educational
scientists have pointed out the basic characteristics of EL. For example, Priyanka
Rasumalla (2018) offers eight characteristics of EL. This author mentioned every
EL course is created because there is a learning need and have the support of
information technology and satisfy certain requires. On that basis, I give three
general characteristics of EL as follows:
An EL course is created with a particular audience and its needs.
EL is connected to electronic media.
The development of EL follows a streamlined process.
The EL is based on information and communication technology: network
technology, engineering graphics, engineering simulation, computing, etc. The
effectiveness of EL than a traditional way by EL with base on interactive
multimedia, enabling learners to exchange information more easily, as well as
providing learning content matches the capabilities and preferences of each person.
The EL will become an inevitable trend in the knowledge economy. Currently, EL

7

is attracting special attention of the world with many organizations and companies
engaged in EL were born.
1.1.4. Structure
This section is written primarily based on the documents [6].
The EL system organized from the departments: Distant Learning System,
Groupware System and Student Information Service System. These parts make the
contents: Distant Lecture, Student Management System, Business Management
System, Digital Library System and Contents Building Area to operating the EL.
Besides, this system also exchanges information between schools.
The EL use hardware, software and network technologies to create internet
lectures or namely Lecture on Demand. The internet systems or LAN (Local Area
Network) internal networks are used to transmit these lectures by Cyber Space. The
EL system can be divided into the following general functional components:
a) Distant Learning System
Content Building and Distant Learning are the main parts of EL. This is the
process of putting teachers' lectures online. The content of lectures designed in the
multimedia room according to the lesson plan and additional information from other
articles. The content of lectures can be changed. These lectures can be present by
Microsoft Word, PowerPoint, and HTML (Hyper Text Markup Language)…
Distant Learning also supports home study models for EL, to avoid the time
and geographical difficulties. Learners can study anytime, anywhere by the internet.
While home study models, the lectures created by E-learning Center and Lectures
on Demand.
b) Student Information Service System
Through the internet, lessons in EL are informed and learners can choose
lessons for them or register online. The learner must conduct all registration
procedures. Learners must pay tuition fee before accessing the course.
Besides, the Student Information Service System also provides functions
such as enrollment, subject registration, graduation certificate and many other
issues.

c) Contents Building Area, Create multiple choice questions and Digital
Library System

8


All of the data of Multimedia Content and all other information in the lecture
are managed on in an electronic library. After completing the lesson design,
creating test questions, they will be written to disk CD-ROM (Compact Disc-ReadOnly Memory) or Multimedia Data for storage purposes for the library. The Digital
Content in lesson stored in the form TEXT, PDF (Portable Document Format),
HTML, and XML (Extensible Markup Language)…
d) Groupware
The system Groupware provides the ability to organize group discussions to
enhance the efficiency of EL system activities. Groupware supports the work of
guiding information exchange between professors and learners in the system EL.
The system provides information through notice boards, discussion rooms for
lectures, letters and voice chat. All of them provide the ability to closely discuss
groups between learners and teachers.
The system Groupware provides email, chat, manages personal information,
manage timetable and teaching.
The relationship of the basic components of the structure of the EL system is
also shown through the model following:

Figure 1.1 Basic model of e-learning system (Nguyen Duy Hai, HNUE)

9


In the above model, teachers try to build courseware in the most detailed way
so that this courseware can replace teachers interacting with learners via the internet

and computer screen.
This courseware is built through the Authoring tool. After completing the
courseware, teachers must pack their products according to SCORM standards.
Next, the courseware will be uploaded to the LMS system and distributed to
learners through LMS (These standards will be discussed later).
Because it is difficult to define the level, experience, approach etc. of the
learners so the teacher must still appear on the LMS to assist the learner in the
learning process through quality, forum exchange, design exercises to enhance
learners' comprehension.
1.1.5. Classification
EL comes in many forms as following [5]:
EL 1.0 (1993-2000): study in a static web format, without many interactive
tools, called "electronic learning materials".
EL 2.0 (2000-2010): study in the text, video, forum, email etc.
EL 3.0 (2010-now): flexible content, learning in the form of simulations,
interacting through videoconference, virtual reality etc.
EL 4.0 (now): provide more smart support such as track history and analyze
learner behavior; smart device; personalize learners and learning content use game.
The above classification is based on the time periods and development stages
of EL tools during that time. We are currently in EL 4.0 and feel the tremendous
explosion of ICT. The near future promises global education will grow even more
and there are many EL classifications appear.
1.1.6. Standards
This section is based on [7] and [8].
According to International Organization for Standardization standard can be
defined as “documents agreements containing technical specifications or other
precise criteria to be used consistently as rule, guidelines, or definitions of
characteristics, to ensure that materials, products, presses and services are fit for
their purpose”.

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From the development and use of a standard, there are four major advantages
arising (specifically in the field of EL):
Durability- when system software change, no need for modification as
versions.
Interoperability- operability across a wide variety of hardware, open systems,
web browsers and Learning Management Systems.
Accessibility- planning and tracking on demand.
Reusability- possible modification and use by many different development
tools.
The first standard is SCORM (Sharable Content Object Reference Model). In
1997, the Advanced Distributed Learning (ADL) is built by the Department of
Defense, It is a USA government sponsored organization that investigates and
develops specifications to encourage the adoption and advancement of EL. The
purpose of the ADL is to ensure access to high-quality education and training
materials. The most widely accept ADL publication is the ADL SCORM.
The SCORM is a collection of standards and specifications for web-based
electronic educational technology (also called EL). It defines communications
between client side content and a host system (called "the run-time environment"),
which is commonly supported by a learning management system.
The SCORM has been developed through many editions. The editions are
getting more and more complete, the following edition offers many new features
compared to the previous edition, confirm the sustainability of SCORM.
The second standard is IMS (Instructional Management Systems Global
Consortium). The IMS is an international USA association of vendors’ universities
and implementers who focus on the development of XML-based specifications for
learning resources. These specifications describe the key characteristics of courses,
lessons, assessments, learners and groups.

The third standard is IEEE-LOM. The IEEE (Institute for Electrical and
Electronics Engineers) is an international organization that develops technical
standards and recommendations in technical areas ranging from computer
engineering, biomedical technology and telecommunications, to electric power,
aerospace engineering and consumer electronics, among others, IEEE LTSC

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(Learning Technology Standard Committee) developed the homonymous standard
for learning material.
The most widely acknowledged IEEE LTSC specification is Learning Object
Metadata (LOM) specification, which describes learning resources, The IEEE LOM
standard has been approved in June 2002. Both IMS and ADL SCORM use the
LOM elements and structures in their specifications.
Continuously, The Dublin Core Metadata Initiative (DCMI) is an
organization dedicated to promoting the adoption of interoperable metadata
standards. It develops metadata vocabularies.
ARIADNE Foundation is a no-profit Association and is involved in work
related to technical specifications, most notably in the area of metadata. They
created the standard Ariadne Metadata.
Created in 1988, the AICC (Aviation Industry CBT Committee) is an
international group of technology-based training professionals. They create CBTrelated guidelines for the aviation industry. They publish a variety of
recommendations and Computer Managed Instruction (CMI) guidelines. The
AICC’s mission is to provide and promote information, guidelines and standards
that result in the effective implementation of Computer-Based Training and WebBased Training.
Towards comparison of standards
• SCORM metadata include IMS metadata and LOM metadata.
• IMS metadata include LOM and DUBLIN CORE metadata.

Figure 1.2 The relationship between e-learning standards [7]

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1.1.7. Steps to design the system e-learning
There are some steps that all the EL development process must undergo. This
section will get to learn seven of the common steps that should apply in every EL
content management system. In this section is written based on [5].
Step 1: Analysis
It is usually the first step when it comes to the EL development process. This
analysis can from a simple interview, more in-depth data collection methods that
include looking at past training, desired results and the current state of your
learners. Because now you know what your learners actually need, versus just
guessing or assuming, the results of this analysis become your plan for design and
what you hope to get them to achieve. Once you take up the course, pay attention to
the kind of tasks that are meant to be accomplished. Based on that information, a
proper instructional strategy is created to be able to come up with an excellent way
of presenting the content.
Step 2: Creating the Instructional Design Document (IDD)
The IDD is a high-quality plan of the whole instructional approach of the
course. Some of the most common procedures at this stage include solving
problems, scenarios, and avatars. In this stage, it is also decided how the content
will be broken down-whether it will be into courses, screens, or even modules. In a
situation whereby several courses are supposed to be created, each course has to be
created using a unique Instructional Design strategy. In this stage, you should be
done with all the visual and instructional elements. Therefore, your web designers
should be well-informed before they begin the job.
Step 3: Scripting
In this stage, the content to be used for each course is finalized and divided

into modules. Then, the content to be used on each screen is decided. The document
used for scripting is usually a word document, but a PowerPoint presentation also
works well.
Step 4: Prototype Development
In this stage, you are presenting the whole course using a few slides. The
content on the screen and audio are finalized. All decisions that are based on
the presentation of the content on the screen, interactivities to be applied, colors,

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images, and animations are all finalized at this point. During this stage, there is a lot
of writing, rewriting, and revisions that are actually taking place. The prototype
should be working on the EL content management system. Finally, it is essential to
ensure that your web development team has done enough research on the popular
CMS available in today’s market. For better reference, this article shows a great
comparison of the most popular CMS.
Step 5: Developing the Course without Including Audio
In this stage, a practical course without audio is submitted to the
stakeholders. The stakeholders are allowed to make changes to the content and
narration. Once it is approved, the next step of creating audio begins. It is very
costly to create an audio file and then recreates it with any iteration. Therefore, the
audio file is created only when the audio script is final.
Step 6: Developing the Course with Audio
The moment the audio script is final, the final course is sent to the
stakeholders for approval. The quality of the audio and pronunciation are essential
and have to be perfect. The audio developed has to be in sync with onscreen text
and animations.
Step 7: Creating the Learning Management System Version
The first 6 stages in this article are mainly creative. The final stage, which is

the creation of the Learning Management System version, is more mechanical and
technical. The stakeholders have the responsibility of checking if the course is
AICC/SCORM compliant. Once it is compliant, it is ready to be hosted on the
learning platform and go live. The technical team is in charge of doing that.
The main reason why all the stages mentioned in this article are followed to
the letter by eLearning companies is that of the stakeholders. Since the stakeholders
are involved in all the stages, the development team has to seek approval from them
to proceed to the next stage. At the end of the whole process, learners get a course
that helps them get quality and learn easily.
1.1.8. Advantages and disadvantages
1.18.1. Advantages
The soft skill, a leading provider of online learning solutions in the United
States, believes that EL has preeminent features such as courses with relevant

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content and up-to-date, convenient access for students. many courses and can study
content everywhere, quickly gathering content to support the fastest delivery of
teaching and learning, the ability to provide learning to students around the world in
language and their ability to monitor, report and measure learning outcomes. EL
offers eight most common benefits as following:
The first advantage is less expensive. With the development of the Internet,
most business areas are beneficial in building price policies for their customers, and
EL services are no exception. Accordingly, the course cost will be reduced
significantly.
The second benefit is self-directed. The online course is a service, you can
orient yourself, by choosing the course that best suits your level, interests, goals, or
a company may require the company provide online learning services designed for
your course, oriented or according to employee knowledge needs.

The third is self-paced. As an online learner, you can adjust the pace of your
course yourself, which means you can learn slowly or quickly by the time you
arrange yourself or your ability to absorb your knowledge.
The fourth, the flexibility of an online course is clear because of the nature of
the Internet, the foundation of technology for online learning is flexible. From
registration to completion, you can study according to the timetable you plan. No
restraint by class time and space even though you're still in a "virtual" classroom.
Flexibility also manifests itself in "self-directed" and "self-paced" as described
above.
The fifth, because most curriculum and materials are developed and included
in the curriculum to be reviewed and posted online from the beginning, the
curriculum and materials of the online courses are highly consistent.
Continuous, learn online you can interact and collaborate with many people
at the same time. You can also work with friends in the online study group to
discuss and do homework. Today, the interaction and collaborate on the internet is
popular through forums, blogs, Facebook, etc.
Besides, online learning helps students and individuals not only save costs
but also meet their needs. That is efficient of EL.
Finally, Technology-based of EL services are the internet, so access is easy.
You can reach and learn anywhere. This is also the convenience EL.

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Specifically, this form of training brings significant benefits to learners,
teachers and training providers:
For teachers
Teachers can provide materials from anywhere and at any time;
Save time and travel costs;
Can update and change content easy;

Quick access to information about learners and classes;
Monitor the learning progress of each learner…
For learners: EL gives learners an effective and convenient way to learn
skills and knowledge.
Learners can learn with the best teachers and the newest materials;
Can exchange information related to the lesson at any time;
Shorter training sessions, learners can quickly learn the knowledge and skills
they need;
Learners control the learning process;
Learners can get immediate feedback;
Learners are treated fairly;
Learners trained computer skills and skills exploit information on the
internet. This improves discipline, increase students' self-study ability;
Training adheres to individual needs and preferences;
Training in accordance with unusual plans.
For training organizations and training providers: EL helps them to operate
more effectively, train effectively and improve their position in the organizations
they serve.
EL provides new opportunities for training organizations;
Reduce training costs;
Help train individual learners;
Operation in implementing training content;

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