外文翻譯--關(guān)于遠程教育系統(tǒng)的數(shù)據(jù)庫發(fā)展

1、<p><b>　　中文4882字</b></p><p>　　DEVELOPMENT OF A RELATIONAL DATABASE FOR LEARNING MANAGEMENT SYSTEMS </p><p><b>　　ABSTRACT </b></p><p>　　In today’s world,

2、 Web-Based Distance Education Systems have a great importance. Web-based Distance Education Systems are usually known as Learning Management Systems (LMS). In this article, a database design, which was developed to creat

3、e an educational institution as a Learning Management System, is described. In this sense, developed Learning Management System consists of basis of Virtual Education Institutions. </p><p>　　In this study,

4、a fully relational database design has been realized in compliance with SCORM standards and got ready to be used as Virtual Education Institutions. This system can be used for any required education institute and it can

5、be run within the same interface. In LMS that will be generated, a faculty or institute can be defined and academic and all administrative processes of the defined institute can be managed with the designed system. Prop

6、osed database design has been used in a LMS o</p><p>　　Keywords: Distance Education, E-learning, Web-Based Distance Learning Systems, SCORM, Relational Database Design. </p><p>　　INTRODUCTION &

7、lt;/p><p>　　In today's modern age, changes are observed people’s life style. Development of mobile communication systems and mobility of the people play the most important role about this issue. People’s d

8、aily activity programs are divided into many different type activities. The main concern in education is that how classical education institutions will establish education environment of increasing active population. Th

9、e purpose of mobile education is to move today’s stable education environment to a vir</p><p>　　Today, there is a growing interest in online learning all over the world (Elango, 2008). Electronic learning pl

10、ays important role not only in academic institutions but also in small and medium-sized enterprises, which have the will to renew knowledge and experience of their staff. E-learning provides practical solutions to the st

11、udents, who did not participate in the past education processes (Roy and Raymund, 2008). At this point, scientists have emphasized on customization, interaction and cont</p><p>　　Learning process or its ambi

12、ance is organized according to either synchronous or asynchronous method. E-learning, which has been developed as a learning solution, represents the distance education with the flexibility of educational software and pr

13、ocess covering synthesis of different technologies (Yapicioglu, 2001). </p><p>　　Increasing internet using rate and developments in the infrastructure of today’s internet have caused many improvements in we

14、b-based software and services. As a result of these improvements, education activities have begun to be performed by using the internet and network technology. Many technological tools like electronic books, electronic m

15、ails and conference environments have also taken active parts in these kinds of education activities. Due to increasing rate in using these tools and relat</p><p>　　Today, distance education systems are esta

16、blished in many universities and education-teaching activities are performed via these systems. One of the big reasons in increasing using rate of Web-based Distance Education is requirements to these kinds of systems in

17、 parallel with developments in the information technology. </p><p>　　One of the most important advantages of WBDES is being able to provide asynchronous education within a virtual education environment. In

18、a WBDES, students can easily access to the educational contents, which was transferred by educators to the system and take advantage of these sources by using different educational tools. </p><p>　　Because

19、of its advantages on costs, WBDES is also preferred to be used rather than other models or systems (Carswell and Venkatesh, 2002). Today, the most important reason in increasing the number of WBDES and to be accepted by

20、students is their independent working mechanism from time and location (Bullen, 2006). It has TOJET: The Turkish Online Journal of Educational Technology – October 2011, volume 10 Issue 4 Copyright ? The Turkish Online

21、 Journal of Educational Technology 108been an impor</p><p>　　In this study, a database model, which was designed and developed to be used for Learning Management Systems, is described. The database model wa

22、s developed in a relational structure and designed to be suitable for LMS, which are in compliance with SCORM standards. Additionally, the developed model has a portable, easily accessible and easy-to-manage structure a

23、nd can be used in long-term studies. With this database model, a virtual education institute can be established and published via requi</p><p>　　SCORM Standards </p><p>　　SCORM is a Content Mana

24、gement System Standard and can be defined as “Shareable Content Object Reference Model”. SCORM includes a framework for running lesson contents. SCORM standards are interested in publishing rather than teachable features

25、 of the lesson content (Su, 2006; Him, 2005). </p><p>　　While explaining the content management aspects of distance education systems, SCORM standards must also be examined in every respect. While applying S

26、CORM standards, some factors, which belong to SCOM standards, must be stated. These factors are; </p><p>　　1. Interoperability: Merging contents from different sources for interaction and to be able to

27、 run in different systems and communicate with other systems. </p><p>　　2. Re-usability: The situation that defines re-usability for information and objects, which consist of e-learning content (script, g

28、raphic, sound, animation, video, code…etc.) and turning into a different education object, which includes all of these objects. </p><p>　　3. Manageability: Monitoring the information, which belongs to the u

29、ser or content management system. </p><p>　　4. Accessibility: To be able to access a learning object at any time. </p><p>　　5. Durability: A technological development, which describes gener

30、ating new versions for the tools requiring re-design and coding. </p><p>　　6. Scalability: Being able to change according to quantity of users, number of the technology, number of courses or content. </p

31、><p>　　If SCORM standards are taken into consideration, the developed system or model can be used for a long time and updated easily. System or model contents can also be accessed easily from any location. <

32、/p><p>　　Relational Database Model for a Learning Management System Database design is a detailed study, which must be overviewed plenty of times in the period of analyzing performance. Tables and properties of

33、 these tables must be examined in any module structure during the analyzing and designing process. Because of some processes like information filtering or information access, the database model should have an integrated

34、structure. In every phase of the analyzing process, features and functions of </p><p>　　Database structure of a typical distance education system presents a relational and complex structure. Different user

35、types, authorization features and behavior rules also requires a relational database model. For instance, if a new user is added to the system, the necessary space, which this new user will need should be arranged autom

36、atically according to the user type. Different information depend on a user is kept in different tables like exams, personal information and course lessons in the</p><p>　　Congruently, the model can also rem

37、ove related information and records automatically when a specific user is removed from the database. </p><p>　　MS SQL Server – Database Management System has been used in designing the LMS database structu

38、re.Before designing the database structure, an analyzing performance has been performed and structure of the education system has also been adjusted. At this point, the features, which will be needed in the LMS, are cons

39、idered. Designed LMS system consists of 38 main modules and 153 tables. Each module includes an integrated sub table structure. </p><p>　　Each module in the system is an integral structure within itself.

40、 Additionally, a module is also an integral relation scenario at the same time. So, there is only one module in a provided relation scenario. Tables and Relation Scenarios The first module of the developed model is name

41、d as the Application module. Users who want to benefit from the system (administrators, students or lecturers) take part in the database structure of this module. </p><p>　　The user module is one of the most

42、 important modules of the LMS module. All necessary information about system users (from administrators to course students and lecturers) is stored in this module.Financial transactions scenario and its LMS module are sh

43、own in Figure 3. In this module, students' registration fees, incomes from additional courses and basic expenses like financial transactions are tracked. </p><p>　　Workshop module was developed to be use

44、d for course activities, which can be performed by visitor users. With this module, special education sessions like training seminars can be performed easily. For instance, a general “Photoshop” training can be organized

45、 with the help of this module. Users, who participate in this module, are evaluated in similar conditions with other course students. Workshop module and relation scenarios are presented in Figure 4. </p><p>

46、;　　Exam module and relation scenarios are shown in Figure 5. The developed module is suitable to be used for special exams like visa and final examinations. As it can be seen from the table structure, various information

47、 like examination branch or class, examination type, examination date, examination starting and ending time, examination questions and examinations results can be stored in the database. </p><p>　　Menu struc

48、tures, which can be seen by administrators, students and lecturers, are organized by using the Menu module and its database features. At this point, features of provided menu interfaces are changed according to the user

49、type as “student” or “l(fā)ecturer”. These menus are organized according to user roles and privileges. </p><p>　　In Academic Information module, a structure, which can be used by each education institute to fulf

50、ill its academic functioning, has been formed. With this module, different information like students’ personal information, registration details, system sections, branches, courses and payment information can be kept in

51、a relational structure and many different actions associated with the mentioned information can be defined easily. Academic Information tables and relation scenarios are presented in</p><p>　　Chat module has

52、 been developed to ensure text-based and auditory conversation sessions among students and lecturers on specific dates and times. As it can be seen from Figure 8, only lecturers and students can perform chatting activit

53、ies mutually. </p><p>　　In Group module, authorization descriptions and related functions are adjusted for the registered users. In this aim, new role or authority descriptions can be added to the system an

54、d authorization or role assignments can be performed easily for each registered user. It is also possible to define new user groups, which are allowed to access specific areas. Group module tables and relation scenarios

55、are shown in Figure 9. </p><p>　　A discussion forum has been consisted in to ensure information sharing among lecturers and students. This module is associated with the user login system and so each user can

56、 participate in information sharing activities at the same time. Forum module tables and relation scenarios are shown in Figure 10. </p><p>　　LMS functions are not limited to only modules explained before. M

57、any different modules are also combined under “Other Applications” tables and relation scenarios. Some of the related modules are: Personal Calendar, Academic Calendar, Transcript, Performance Tracking, News, Personal No

58、tes, Dictionary, Virtual Classroom, FAQ, Private Message and Meeting modules. Other Applications tables and relation scenarios are presented in Figure 11. </p><p>　　Courses module is used for defining the co

59、urses, which will be provided in the system. In this module, some information about prepared courses (related course codes, descriptions for courses, course lesson contents…etc.) are defined easily. By using the Courses

60、module, it is also possible to create different types of courses and define different features (course assignments, course examinations, descriptions for added course lesson contents…etc.) for the stored courses. Course

61、module tables and </p><p>　　Demo module was developed to be used for showing system features and functions to the people who are not fully registered and want to review the whole system. With this module, us

62、er can only examine using features and can not make any changes in the system. Demo module tables and relation scenarios are shown in Figure 13. </p><p>　　Survey module was developed to be used for performin

63、g survey activities in the system. With this module, it is possible to define survey questions and show them to user via system interface. Added surveys can also be removed automatically at specific times. Additionally,

64、statistical information about added surveys can also be shown to users or just kept as confidential. Survey module tables and relation scenarios are shown in Figure 14. </p><p>　　The LMS Application Designed

65、 database is currently used in a LMS developed at Afyon Kocatepe University. The LMS is named as Afyon Kocatepe University Distance Education Center (@KU-DEC). It runs efficiently on the web address: www.uzem.aku.edu.tr

66、. It is not possible to explain the whole system features and functions here. So, it will be explained briefly. </p><p>　　Developed LMS has all the features that a typical LMS must employ. The system allows

67、 creating a virtual campus easily and provides different activity environments for administrators, students and lecturers. It has a modular structure and so system modules can be added, removed or updated by using the pr

68、ovided tools. Figure 15 shows the login page of the developed LMS. Each user has a username and user password to login to the system via login page. After logging in to the system, users can view </p><p>　　A

69、dministrators have some authorities like creating entity, department or course and tracking both lecturers’ and students’ activities on the system. They also have authority to examine lecturers’ and students’ activity pe

70、rformances. Finally, administrators can also communicate with other users at any time as individually or collectively. </p><p>　　Lecturers can prepare weekly lesson contents and add new weeks by using the co

71、ntent preparation module provided in the system. Additionally, they can communicate with students via synchronous and asynchronous communication modules, which can be used as text based, verbal and visual. They can also

72、prepare surveys with the present survey module to take students’ opinions about lessons. By creating question banks over the system, assessments like quiz and homework can be prepared and provided to st</p><p&

73、gt;　　In the system, students can join a course lesson, track both synchronous and asynchronous lessons and perform all kinds of activities based on office operations (transcript, school report, student certificate or ide

74、ntity card request…etc.). They can also communicate with administrators, lecturers or other students by using e-mail, forum and petition functions. Figure 17 shows a screenshot from the student homepage. </p><

75、;p>　　CONCLUSIONS AND SUGGESTIONS </p><p>　　In this study, a relational database model, which can be used within web-based distance education systems, is described. The developed model provides fully relat

76、ional design, data integrity and security for large-scale Learning Management Systems. Relation scenarios was arranged to be suitable for a Learning Management System and got ready for a management system interface. The

77、 system has also been prepared in compliance with SCORM standards. Prepared database model is used in a LMS, which was </p><p>　　關(guān)于遠程教育系統(tǒng)的數(shù)據(jù)庫發(fā)展</p><p><b>　　摘要：</b></p><p&g

78、t;　　網(wǎng)絡(luò)遠程教育系統(tǒng)在現(xiàn)今世界顯得很是重要。網(wǎng)絡(luò)遠程教育系統(tǒng)通常被認為是學習管理系統(tǒng)（即LMS）。在這篇論文中，描述的是數(shù)據(jù)庫設(shè)計，該設(shè)計是為了發(fā)展建立一種和學習管理系統(tǒng)一樣的教育制度。目前，已完善的學習管理系統(tǒng)包括基本的虛擬教育體系。在這個領(lǐng)域，一種完整的關(guān)系數(shù)據(jù)庫設(shè)計被認為是要符合SCORM標準的，并且可以用到虛擬教育體系。該系統(tǒng)還可以應用到所需要的教育協(xié)會，或是在相同的接口也可以運行。在遠程教育系統(tǒng)的形成過程中，一個學生或是學

79、院可以被定義，被定義的學院和管理進程可以參與管理該定義系統(tǒng)。該提議所推薦的數(shù)據(jù)設(shè)計已經(jīng)被名為Afyon Kocatepe University遠程教育系統(tǒng)采用了。在這個系統(tǒng)中，很多像是索引、上傳、下載、創(chuàng)建還有編輯網(wǎng)絡(luò)基礎(chǔ)的學習資料的進程都可以被很輕松很安全的實現(xiàn)。</p><p>　　關(guān)鍵字：遠程教育，網(wǎng)絡(luò)學習,以網(wǎng)絡(luò)為基礎(chǔ)的遠程學習系統(tǒng),ＳＣＯＲＭ,相關(guān)數(shù)據(jù)庫設(shè)計</p><p>&l

80、t;b>　　引言</b></p><p>　　在信息化的今天，變化在時刻遵循著人們的生活方式，移動互聯(lián)通訊系統(tǒng)的發(fā)展和和人們移動能力在該主題中扮演著舉足輕重的角色。人類日?；顒映绦虮环指顬楹芏嗖煌念愋偷幕顒?，在教育方面涉及的這個主要問題就是，如何讓傳統(tǒng)教育體系融入到日漸增長的活躍人群的教育環(huán)境中去。移動教育的目的就是要把今天的固定的教育環(huán)境轉(zhuǎn)入一個虛擬的、靈活的未來教育模式（Yuen和王先生，

81、 2004）。</p><p>　　信息化學習是建立在當前的信息和那些服務于學習目錄的溝通技術(shù)之上的。學習過程或是它的氛圍根據(jù)是同步或是異步被安排的都是有條不紊的。信息化學習，已經(jīng)發(fā)展為一種學習方式；描述了遠程教育教育軟件的靈活性，并且可以處理不同學科被掩蓋的綜合體（Yapicioglu，2001）。</p><p>　　日益增長的因特網(wǎng)應用率和因特網(wǎng)當今基礎(chǔ)設(shè)施的快速發(fā)展，已經(jīng)在網(wǎng)絡(luò)基礎(chǔ)

82、軟件和服務上引發(fā)了很大的進展。這些進步發(fā)展的直接結(jié)果就是，教育活動已經(jīng)開始以應用因特網(wǎng)和網(wǎng)絡(luò)技術(shù)的方式呈現(xiàn)。很多技術(shù)上的工具，就像電子書、電子郵件還有會議環(huán)境，都開始積極的被用于這些教育活動中去。由于在這些工具上應用率的增長還有相關(guān)教育方法，一種專業(yè)的教育系統(tǒng)開始出現(xiàn)。完整的教育系統(tǒng)被稱為“以網(wǎng)絡(luò)為基礎(chǔ)的遠程教育系統(tǒng)(簡稱WBDES)”。今天，遠程教育系統(tǒng)已經(jīng)被很多高校還有培訓機構(gòu)確定為常用系統(tǒng)。網(wǎng)絡(luò)遠程教育系統(tǒng)應用率持續(xù)上升的一個主要

83、原因就是這類系統(tǒng)是和當今信息技術(shù)的發(fā)展需求是平行的，是相適應的。</p><p>　　網(wǎng)絡(luò)遠程教育系統(tǒng)的一個最重要的優(yōu)勢，就是能夠在一個虛擬的教育環(huán)境中提供異步教育。在該系統(tǒng)中，學生可以很容易的進入學習目錄，這些目錄都已經(jīng)被該系統(tǒng)的教育者翻譯過并且可以充分利用這些這些不同地點教育工具的資源。由于在開銷上的優(yōu)勢，相對于之前其他的模型和系統(tǒng)（Carswell 和 Venkatesh，2002），遠程教育系統(tǒng)更容易被用

84、戶接受。今天，遠程教育系統(tǒng)用戶數(shù)量持續(xù)增長并且被很多的學生接受的一個重要原因就是：該系統(tǒng)在時間和地點上的獨立運行配置（Bullen，2006）。能夠忍受時間上的不足、同時不能及時積極的參與在固定地點所進行的教育活動，這已經(jīng)成為人們傾向于該系統(tǒng)的一個重要原因。通常，網(wǎng)絡(luò)遠程教育系統(tǒng)被成為學習管理系統(tǒng)（LMS）。在設(shè)計LMS過程中被慎重考慮的因素和方式，都已經(jīng)通過在科學上各種各樣有長遠考慮的檢驗（French，1999；Harris，199

85、9；Joliffe，2001）。當他們開始考慮開銷問題時，發(fā)現(xiàn)遠程教育的開銷近似于典型的傳統(tǒng)教育或是先前教育的一半。另一方面，遠程教育交互式的教育特點和及時更新目錄的呈現(xiàn)功能也受到了重視（Balbieris和Reklaitis，2</p><p>　　在這項研究中，描述的是一個用于設(shè)計和完善該學習管理系統(tǒng)的數(shù)據(jù)模型。該數(shù)據(jù)模型根據(jù)本學習管理系統(tǒng)的需求，采用相關(guān)數(shù)據(jù)結(jié)構(gòu)發(fā)展設(shè)計而來的，是符合ＳＣＯＲＭ標準的。另外，

86、成熟的模型是方便的、容易理解、容易管理的結(jié)構(gòu)，而且可以在長久的研究中得到應用。使用該數(shù)據(jù)模型，虛擬的教育體系就可以確定和實現(xiàn)所需要的接口結(jié)構(gòu)。在學習管理系統(tǒng)的相關(guān)方面，全體教員和學院都能夠被定義，并且所有的學院和這些學院的管理程序也能夠在這個成熟的數(shù)據(jù)模型的幫助下得到完善的管理。</p><p><b>　　SCORM 標準</b></p><p>　　SCORM 是

87、一種內(nèi)容管理系統(tǒng)標準，可以被定義為共享內(nèi)容參考模型。SCORM包括一種課程內(nèi)容運行的框架。SCORM 標準致力于研究課程內(nèi)容的教育特點（Su，2006；Him，2005）。</p><p>　　在解釋關(guān)于遠程教育系統(tǒng)的內(nèi)容管理方面，SCORM 標準必須應用到每一個可能的方面。應用SCORM標準時，有些屬于SCOM標準的因素也必須得到落實。這些因素如下：</p><p>　　互用性：從相互作

88、用的不同的資源來合并內(nèi)容，然后能夠在不同的系統(tǒng)中運行，并且能與其他的系統(tǒng)相交流。</p><p>　　可重用性：為信息和目標定義可重用性的情形，該情形包括學習內(nèi)容，即腳本、圖表、聲音、卡通片、視頻、代碼……，然后將其加工成包括這些項目的不同的教育課程。</p><p>　　管理能力：監(jiān)控屬于用戶或是內(nèi)容管理系統(tǒng)的信息。</p><p>　　可接近性：可以在任何時間進

89、入到一個學習課程。</p><p>　　耐用性：一項技術(shù)的發(fā)展，需要更新對工具需求的重新設(shè)計和編碼，以形成新版本。</p><p>　　可擴展性：能夠根據(jù)用戶數(shù)量、技術(shù)指標、課程內(nèi)容指標而改變。</p><p>　　如果SCORM標準被考慮進去，這個成熟的系統(tǒng)或是模型就能夠應用很長一段時間，并且更新很簡單。系統(tǒng)或模型內(nèi)容也能夠從不同的地點很輕松的得到使用。</

90、p><p>　　關(guān)于學習管理系統(tǒng)的相關(guān)數(shù)據(jù)庫模型</p><p>　　數(shù)據(jù)庫設(shè)計是一個詳細的課題，在分析項目的過程中必須要綜述相當數(shù)量的次數(shù)。表格和這些表格的內(nèi)容，在分析和設(shè)計過程的任何模塊結(jié)構(gòu)中，必須通過檢查。因為有些過程，像是信息檢索或是信息存取，該數(shù)據(jù)庫模型需要有一個內(nèi)部相對完整的結(jié)構(gòu)。在分析過程的每一個階段，一個典型相關(guān)數(shù)據(jù)庫的特點和功能必須要考慮進去。更重要的是：在相關(guān)的情形下，一些

91、不利因素會出現(xiàn)，以至于危害到信息的完整性還有信息的安全性。以此，這些因素必須被考慮就去。</p><p>　　通過這種典型的遠程教育系統(tǒng)的數(shù)據(jù)結(jié)構(gòu)，顯示出了一種相關(guān)的、復雜的結(jié)構(gòu)。不同的用戶類型，授權(quán)特點和行為規(guī)則也需要相關(guān)數(shù)據(jù)模型，比如：一個新加入該系統(tǒng)的用戶，需要根據(jù)用戶類型，來為該新用戶自動安排所需要的內(nèi)存。一個用戶的不同信息，將會被保存在不同的表格中，像：考試、個人信息、在遠程教育系統(tǒng)中的課程進程。一個相

92、關(guān)數(shù)據(jù)模型同時也需要確保為一個靈活的模型，能夠為每一個新加入該數(shù)據(jù)庫的用戶的提供內(nèi)存空間。與此同時，這個模型能夠移動相關(guān)信息，和當一個特殊用戶被移出這個數(shù)據(jù)庫的時候能夠自動記錄。</p><p>　　在設(shè)計這個數(shù)據(jù)結(jié)構(gòu)之前，性能分析已經(jīng)提出，該教育系統(tǒng)的結(jié)構(gòu)也已經(jīng)被調(diào)整過了。在這方面，在LMS中所需要的特點也需要考慮。設(shè)計LMS系統(tǒng)包括38個主要模塊和153個表格，每一個模塊都包含有一個綜合的表格結(jié)構(gòu)。</

93、p><p>　　在這個系統(tǒng)中的每一個模塊都有自己完整的結(jié)構(gòu)。另外，與此同時，各模塊間具有相關(guān)性。因此，只提供相關(guān)方案的一個模塊來說明。表格和相關(guān)方案成熟模型的第一個模塊被命名為應用模塊，想要從這個系統(tǒng)中受益的用戶（管理員、學生、講師），這些用戶參與到了這個模塊的數(shù)據(jù)庫結(jié)構(gòu)設(shè)計中。</p><p>　　用戶模塊是學習教育系統(tǒng)模塊中最重要的模塊。關(guān)于該系統(tǒng)用戶的所有有用信息（從管理員到學生和講師）

94、都存儲在這個表格中。財政匯報圖和學習管理系統(tǒng)模塊在圖中顯示，在這個模塊中，學員的注冊費用、額外課程的收入、像財政處理類的基本開支都包含其中。</p><p>　　講習班模塊是為課程開課情況設(shè)計的，該模塊可以呈現(xiàn)給用戶訪問者。使用這個模塊，能夠?qū)崿F(xiàn)像討論會這樣的特殊教育形式很容易得到實現(xiàn)。例如：一個普通的“Photoshop”實驗就可以通過這個模塊來安排。參與這個模塊的用戶，在相似的情況下和其他課程的用戶一起參與評

95、估?？荚嚹K和其關(guān)系圖在圖5 中顯示。這個成熟的模塊適用于特殊類型的考試，像簽證和金融考試。正如從表格結(jié)構(gòu)中看到的一樣，像考試分類和班級、考試類型、考試日期、考試開始和結(jié)束時間、考試問題和考試結(jié)果這類不同類型的信息都存儲在這個數(shù)據(jù)庫中。</p><p>　　管理員、學員、講師都可以看到的菜單結(jié)構(gòu)，使用這個菜單模塊和自身的數(shù)據(jù)庫特點可以安排的有條不紊。在這方面，提供的菜單接口特點可以根據(jù)用戶類型（學生或是講師）而

96、改變，這些菜單根據(jù)用戶角色和訪問權(quán)限來組織。</p><p>　　在學院信息模塊，能夠用于各個教育協(xié)會的去滿足學院功能的結(jié)構(gòu)已經(jīng)形成。使用這個模塊，像學生個人信息、注冊細節(jié)、系統(tǒng)階段、分支、課程、支付信息，這類的不同信息都能保存在關(guān)系結(jié)構(gòu)中；很多相關(guān)信息的不同的有關(guān)操作也能夠很容易就可以定義。</p><p>　　聊天模塊為了確保在特殊的日期、特殊的時間，學生和講師間的測試基礎(chǔ)和聽覺效果，

97、已經(jīng)日漸成熟。正如在圖中看到的，只有學員和講師能夠積極的互相交談。</p><p>　　在分組模塊，授權(quán)說明書和相關(guān)功能，根據(jù)已注冊用戶在逐漸調(diào)整。在這個目標下，新的角色或是授權(quán)說明書可以添加到該系統(tǒng)，授權(quán)或是角色分配能夠在每個已注冊用戶中很簡單地實現(xiàn)。同時，也可以定義新的用戶分組，以允許他們進入到特殊領(lǐng)域。為了實現(xiàn)講師和學員間的信息共享，組成了一個討論組。這個模塊是和用戶登錄系統(tǒng)相關(guān)的，因此每一個用戶都能在同

98、一時間積極的參與信息共享。</p><p>　　LMS功能不受之前介紹的模塊的限制，很多不同的模塊和其他應用表格和關(guān)一天之間也有聯(lián)系。一些相關(guān)模型：個人課程表、學院課程表、成績單、業(yè)績跟蹤、個人筆記、詞典、虛擬教室、FAQ、個人信息和會議模型。</p><p>　　課程模塊是為了定義在該系統(tǒng)中提供的課程，在這個模塊中，有些已經(jīng)準備好的課程的信息（相關(guān)課程代碼、有關(guān)課程描述、課程目錄……）能