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During the COVID-19 pandemic, many open and distance learning experiences were carried out by different museum and cultural institutions in order to promote the development of digital skills in museum professionals. This contribution aims to illustrate the results of an ERE (Emergency Remote Education) experience carried out in 2020 by the Center for Museum Studies (CDM) of Roma TRE University and aimed at soliciting digital, professional and transverse skills, such as critical thinking, in museum operators and educators attending the post-graduate courses in "Museum Education. Theoretical aspects" and "Advanced Studies in Museum Education". The results show a good level of self-assessment of the skills solicited in the participants and provide useful directions for the realization of online and open learning experiences for museum professionals.

In the past, most of virtual experiments usually no virtual tutor to help students, only provide a pure guided or open learning environment for the students, that prevents students from learning experiments efficiently. In this study, we proposed a semi-open learning strategy for the users to do experiments in the virtual environment with the help of the virtual tutor and exploratory guidance to learn making oxygen from potassium permanganate. The times of experimental errors, cost time of experiment and score of experimental knowledge were collected and compared between the group with the virtual tutor and exploratory guidance and the group without the virtual tutor and exploratory guidance. It is found that average times of experiment errors of the group with the virtual tutor and exploratory guidance was shortened by 0.83 times, the average time that users completed the experiment was shortened by 1 min. and 36 sec., and the average score of the experimental knowledge increased by 1.33 marks, compared to the group without the virtual tutor and exploratory guidance. It found that the virtual experiment environment of with the virtual tutor and exploratory guidance can effectively improve the efficiency of students' learning virtual experiment.

In the current era, many sectors have changed, including the education sector. With the support of the development of technology and information, it has resulted in changes in business processes in the world of education. Switch from traditional learning models to electronic learning models. Providing learning with the same learning method mechanism for all individuals will reduce the individual's right to receive learning. So that the electronic learning model has shifted to a personal and open learning system, namely learning with the Massive Open Online Course (MOOC). Based on these conditions, appropriate models and techniques are needed to achieve student-oriented learning. The purpose of this study is to identify and classify general criteria for adaptive learning system models in the MOOC system. The method used in this research is through literature studies on papers published in the last five years (2016–2020). The results showed a general model that is often used as a basis for developing adaptive learning, so that it can be used for further research and development.

This Innovation to Practice, Work-In-Progress Paper discusses efforts toward building a community for educational transformation in Higher Education led by the department of Open Learning at the Massachusetts Institute of Technology (MIT). MIT has a long history of implementing hands-on, science-based, problem-focused engineering education by working on authentic real-life problems. Within this context, sustainability has been and remains at the core of the MIT curriculum. In addition, Open Learning has a core mission to support educational transformation within the institution as well as around the world. In order for these goals to be fully achieved, institutional partnerships and global input are critical.In 2017 Open Learning, with support from Community Jameel, founded the Abdul Latif Jameel World Education Lab (J-WEL), a consortium of global members. Through J-WEL, MIT works with member organizations to promote excellence and transformation in education at MIT and worldwide. This paper focuses on the work taking place through one of three J-WEL subgroups, a collaborative focusing on higher education that is primarily composed of universities. By design, the J-WEL higher education collaborative members actively engage throughout the year via both online and in-person mechanisms.There are currently 20 higher education members who are working on 20 different goals regarding education transformation. Our future work includes building research partnerships between members through an innovation in education grant program, and assessing the outcomes of the collaboration facilitated by the consortium.

This Work in Progress Research paper departs from the recent, turbulent changes in global societies, forcing many citizens to re-skill themselves to (re)gain employment. Learners therefore need to be equipped with skills to be autonomous and strategic about their own skill development. Subsequently, high-quality, on-line, personalized educational content and services are also essential to serve this high demand for learning content. Open Educational Resources (OERs) have high potential to contribute to the mitigation of these problems, as they are available in a wide range of learning and occupational contexts globally. However, their applicability has been limited, due to low metadata quality and complex quality control. These issues resulted in a lack of personalised OER functions, like recommendation and search. Therefore, we suggest a novel, personalised OER recommendation method to match skill development targets with open learning content. This is done by: 1) using an OER quality prediction model based on metadata, OER properties, and content; 2) supporting learners to set individual skill targets based on actual labour market information, and 3) building a personalized OER recommender to help learners to master their skill targets. Accordingly, we built a prototype focusing on Data Science related jobs, and evaluated this prototype with 23 data scientists in different expertise levels. Pilot participants used our prototype for at least 30 minutes and commented on each of the recommended OERs. As a result, more than 400 recommendations were generated and 80.9% of the recommendations were reported as useful., Comment: This paper has been accepted to be published in the proceedings of IEEE Frontiers In Education (FIE) 2020 by IEEE Xplore

Innovative Practice Work in Progress Paper. Grammar is often taught explicitly in the course of foreign language instruction despite potential misgivings about the details of effectiveness. Different approaches rest on different conceptual and pedagogical rationales, which in turn rely on different forms of conceptual and empirical research. We seek to extend a COOL Informatics approach to grammar instruction in foreign language teaching. COOL Informatics is the acronym for Cooperative and Computer Science supported Open Learning and adopts a neurodidactic approach to teaching in general, in which processes of deduction and generalisation are supported by computational methods of storing, representing and explaining points of language usage. In addition, this represents an opportunity for cross-curricular cooperation between teaching in computer science and language. From neurodidactics we know that the learning and memorizing process in the brain can be supported by using advance organizers such as concept maps for visualizing and structuring the learning contents. With the visual language UML, the Unified Modeling Language, and other diagram types, the field of computer science offers a wide range of such advance organizers. They can be applied for quite a lot of purposes or learning and teaching situations. In this paper we focus on the benefits of computer science models for grammar instruction in foreign language classes aiming at making grammar visible, comprehensible and memorable. We present several ideas for the use of UML diagrams for describing, explaining and learning grammar rules and structures in lucid diagrams. Especially activity and class diagrams or entity-relationship diagrams seem to be very helpful as our experiences gained so far suggest. The paper describes the COOL Informatics teaching approach and it draws a connection between computer science and foreign languages. Furthermore, it shows how to use different types of UML diagrams for visualizing different aspects of grammar teaching and learning. We summarize the most important experiences and results from our last projects related to modeling and present the newest study on UML for grammar learning with some preliminary results.

Open Educational Resource (OER) can present more opportunities for learning than those presented by classical classrooms and help to make the learning more efficient. However, Higher education systems in Iraq today as well as in other developing countries suffer from a lack of teaching quality and education resources quality because of lacking competences, and experiences to improve such resources, So that, it cannot meet the requirements of the open learning goals. To solve these problems, we investigate the design and implementation of the OER platform for IIPS(Informatics Institute for Postgraduate Studies). In this research, we present the main principles of the platform design, based on technical requirements analysis of the platforms; to gain large-scale online-learning support. Finally, we implement our OER platform.

This paper is about how the application of machine Learning have huge impact in teaching and learning for further improvement in learning environment in higher education. Due to the interest of students in online and digital courses increased rapidly websites such as Course Era, Udemy etc became very influential. We implement the new applications of machine learning in teaching and learning considering the students background, students past academic score and considering other attributes. As the sizes of classes are large, it would be difficult to assist each individual student in each open learning course, this can increase the bar of the dropout rate at the end of the course. In this paper we are implementing linear regression which is a machine learning algorithm to predict the student’s performance in academics

The online courses are playing a crucial role in developing new skills in learners and in the education system. Now a days a massive number of online courses and certifications are available over the internet from universities as open learning platforms. As there is no in-person consultation with any expert, the learners may opt for irrelevant courses inadvertently and may not be able to analyze their own suitability and adaptability of the courses which will west learners time and resources. This paper proposes a machine learning approach to recommend suitable courses to learners based on their learning history and past performance. The framework first classifies a new learner based on their past performance using the k-means clustering algorithm. Collaborative filtering will be applied in the cluster to recommend a few suitable courses. Further, based on an online test the adaptability of the learner will be tested to the customized recommended courses according to learners needs. The framework will provide a personalized environment of study to each learner.

Learning Analytics aims at supporting the understanding of learning mechanisms and their effects by means of data-driven strategies. LA approaches commonly face two big challenges: first, due to privacy reasons, most of the analyzed data are not in the public domain. Secondly, the open data collections, which come from diverse learning contexts, are quite heterogeneous. Therefore, the research findings are not easily reproducible and the publicly available datasets are often too small to enable further data analytics. To overcome these issues, there is an increasing need for integrating open learning data into unified models. This paper proposes UNIFORM, an open relational database integrating various learning data sources. It presents also a machine learning supported approach to automatically extending the integrated dataset as soon as new data sources become available. The proposed approach exploits a classifier to predict attribute alignments based on the correlations among the corresponding textual attribute descriptions. The integration phase has reached a promising quality level on most of the analyzed bechmark datasets. Furthermore, the usability of the UNIFORM data model has been demonstrated in a real case study, where the integrated data have been exploited to support learners' outcome prediction. The F1-score achieved on the integrated data is approximately 30% higher that those obtained on the original data.

With advancement of internet, cloud storage and interface technology, e-learning has become prevalent in education as an interactive approach for teaching and learning. This paper presents a method of developing online courseware or MOOC for the subject ‘Microprocessor System’ which consists of software and hardware elements. As the courseware is deployed online, it is aimed to help students in understanding the topics and encouraging other people to learn the course in self-paced learning. Besides, it is hoped that it will assist lecturers in teaching and also overcome the problem of time constraints in completing the syllabus. The online courseware provides two-way communication including assessment, practical works and live broadcasting. OpenLearning platform is used to deploy MOOC and contains a learning management system. The results of the survey answered by students regarding MOOC usage and grade achievement indicate that MOOC is beneficial in the teaching and learning process.

According to the futures and curriculum requirements of the electrical engineering, the national electrotechnics and electronics experiment teaching center of Harbin Institute Technology has reformed the teaching platform, content and mode of Analog Electronic Technology Experiment and Digital Electronic Technology Experiment. Specially, the center changed the traditional analog and digital electronic technology experimental box and established the modular equipment of electronic technology experiment based on the constructivist learning theory. The experiment of virtual-real combination and FPGA pocket lab, individualized and independent experimental teaching method, various digital resources, and autonomous and open learning process, these experimental methods, all showed a beneficial teaching effect. These application practices may be used as a guidance in the teaching reform of experimental courses and talent cultivation for the specialty of electrical engineering.

Innovation stimulation and creativity support Systems (CSS) have been rapidly gaining importance in research activities. However, the overall outcome is still lagging behind the other areas of creativity studies, even though the strong influence of recent developments in the context of digitization and Web 2.0 has been discussed in scholarly publications. With this paper, the authors intend to link recommendations from an innovative creativity research scenario, which applies open online innovation technology, with previous results regarding creativity stimulation trends in online learning support systems and e-science platforms. This linkage is achieved by applying selected results from the aforementioned areas to the practice of innovative research and learning processes. The corresponding open innovation platform is recently developed as part of a trans-European Horizon 2020 flagship project. General system assessments, derived from user feedback in the presented Delphi survey, might be useful to optimize the research support algorithms. Specifically, authors conclude a platform management to modify their own information seeking behavior and respective information management technology in order to apply the potential of open innovation platforms more effectively. Even though scientists' awareness of the usefulness of Web 2.0 technologies is still insufficient, the base is created to enhance their research output by the creativity-supporting capabilities of new recommendation engines, designed for open learning and innovation platforms.

Research has shown in the recent past that many Universities globally are building state of the art libraries and at the same time stocking them with e-resources, in order to cater for the ever growing population of users who are pursuing their studies on or off campus. Postgraduate students pursuing their courses off campus are entitled to full use of all library services. In light of this, the study investigated the library e-resources acceptance by postgraduate students who pursue their studies off campus. The study was conducted at Kenyatta University Post Modern Library (PML) and it involved Postgraduate students of the Kenyatta University Digital School. The study used descriptive design and data were collected through questionnaires with both open and closed ended questions were used to collect data from postgraduate students and interview schedule was used to collect data from librarians. The questionnaires were administered electronically through electronic mails.

ODL education has been developing rapidly in Southern Africa recently. The system involves study that is not limted by geographical boundaries and in practice tend to extend knowledge beyond that is offered by contact or tradional univeristies. At the University of South Africa (UNISA), adoption of this method on theoretical knowledge has been successful. The practical component has not been effective, particularly in Electrical and Mechanical Engineering Curriculum. This has resulted in high volume of dropouts, contributed to unskilled graduates and unemployment growth within the academic space. In this paper, an emerging centered learner and a developed centered learner method is proposed. These two methods simulate unemployed and employed students who study part-time at the university in their first entry level. Employed are classified as developed centered learner (DCL) and unemployed, newly matriculated, as emerging centered learner (ECL). The results show a measure of correlation between the two groups of students in their learning method. Developed centered learner attained a better pass-rate than an emerging centered learner. A conclusion is made by drawing attention to the integration of practical curriculum elements and lasting understanding of theory in practice for ODL graduates.

Open-space teaching and learning environment can provide opportunity to implement more flexible and collaborative teaching methods in higher education. Tertiary institutions gravitate to problem-based and technology-based learning to keep up to date, which require flexible spaces. In early 2017, the department of Engineering and Architectural studies at Ara moved to a new building with modern open-space teaching environments. This paper presents preliminary observation and discussions on the benefits, advantages and some challenges of the open-space teaching and learning in higher education based on this experience. The preliminary observations show that the open-space environment can better support the technology integration and delivery of new pedagogical models. The open learning space to some extent resembles modern work/industry environment encouraging more collaboration, interaction and knowledge sharing between students. The approach also comes with some challenges and limitations which are discussed.

Massive Open Online Courses (MOOCs) often use peer grading which enables the use of open ended questions in assignments at scale. Open ended questions enhance students' creativity and improve cognition. However, this peer grading includes drawback such as missing or low quality feedback, and inconsistency between peer graders. In design studios and highly connected MOOCs, a common practice is to use open feedback, visible to everyone in the community. Drawing inspirations from this technique, we hypothesize that introducing peers and allowing them to communicate with each other during peer assessment in a structured open learning environment will increase the quality of feedback. We tested this approach in a controlled study, comparing open to blind peer review, and found the technique led to higher quality feedback. We discuss implications using open identity grading in learning environments as a potential stimuli for students to interact more.

This paper shows an approach practiced in the field of learning basic electronics now for more than 10 years. The practicalities have been developed by trial and error as well as intensive discussions with the students. The paper focuses on (1) the learning strategy and learning environment and (2) the reflections on the background and goals for effective learning. The described learning strategy is based mainly on problem-based learning and self-directed learning. The learning activity is guided by the 3H-learning approach (Head, Heart and Hands). Special focus also is put on side topics like (1) changing from teacher to trainer, (2) balancing the different aspects in the projects, (3) valuing the learning support by the peer group and (4) motivating the "engineer inside" instead of keeping the "pupil" alive. This paper will help to open the "fences" around students which limit their inside motivation and such as their energy and put them to an open learning environment.

Increasing attention is being paid to the open learning environments (i.e., Massive Open Online Courses MOOCs) which offer so many courses in different domains by a number of the top universities around the world. Furthermore, users with different background and experience are able to browse and follow different online courses. However, richness of such courses could be also a weakness point. For instance, giving opportunity to different learners to be able to explore a huge number of courses may run the risk of overwhelming them. Furthermore, they may not be able to get the required benefit out of some followed courses as the course level is not suitable for the learners or the courses' contents do not match intended learning outcomes (ILOs). This is considered as a motivation in academic discussions on e-learning domain to support learners with adaptive online MOOCs. This research work is aimed at supporting learners with suitable learning resources in MOOCs by investigating the possibility of providing suitable learning resources and arrange them in a way that match learner's profile. In particular, this work elaborates on the principles used for delivering adaptive courses based on intended learning outcomes and it proposes a conceptual framework to achieve adaptation process. As a future step, a pilot evaluation will be conducted to test and verify the effectiveness of the proposed framework in term of learner's satisfaction and dropout rate.

In recent years, big data has rapidly developed into a hot spot in academia area. At the same time, there are more and more scholars began to focus on the construction of the Open University in china. Given that distance learners are separated from their teachers and other learners in space and time, how they using learning strategies is one of the scholars' special focus. This article based on big data, chosen some typical students in Jiangsu open university finish a questionnaire survey of the learning strategies. The sample consisted of 672 students: 312 males and 360 females. As is indicated by the survey findings, gender impact significantly on the choice of learning strategies. The males using learning strategies degree significantly higher than females. And the In-depth analysis proved that the factors influencing the using of learning strategies include Working years, different online Learning conditions, different association between the profession and occupation. It is also found that learning Strategies and Learning motivation was significantly positively correlated. It shows that the higher motivation learners have the higher learning strategies they using degree.

As technology progresses, understanding online learner's behavior is the key for successful implementation of digital learning. The more we know about learners, the more tailored learning experiences will be. Analyzing the learner's preferences will help to predict the behavior of learner's so that required support and guidance can be provided on time. For achieving this much more efficient systems are required to process all types of the learner interactions with the learning management system during their each learning activity. This paper discusses the importance of learning analytics, and presents its usage in eLearning. It describes how learning analytics can help the learners, instructors and institutions to look into ongoing learning processes and how the online educational processes can be improved. It also depicts about the proposed system how the learning styles can be used for improving learning experience.

For long, online learning has received criticism on not being able to provide helpful insight on students' learning, for a lack of necessary and appropriate interaction between instructor and students. Despite the fact that learning analytics (LA) are on the rise in terms of their popularity in academic institutions, the usefulness of LA come into question, especially the elements intended to provide effective feedbacks on students' learning process. The main problem for this seems to be a lack of analysis of the characteristics of individuals. Therefore, more needs to be done to actually help students' learning process. The study aims to produce a significant body data by analyzing the content available in online learning environments using Bloom's Taxonomy. Initial results show that most content found in online learning environments consist of offline learning material that was transferred to online learning platforms by taking very limited advantage of the resources of the Internet. It is hypothesized that in this study learning content in online environments do not support learners efficiently transfer to higher cognitive levels described in Bloom's taxonomy.

With the popularity of many massive online courses (MOOCs) and relevant platforms such as the Coursera, edX and Udemy, open learning and education will obviously become a very influential and significant sector in education all over the world, especially for developing countries like China and India with large population sizes and huge demands for tertiary education to develop the knowledge-based economy. Due to the potentially large class sizes for courses on an open learning platform, it can be difficult to monitor each individual or averaged performance in each open learning course, thus possibly leading to a relatively higher dropout rate at the end of the course. This is where computationally intelligent methods such as the machine learning or learning analytics techniques may help to effectively monitor each individual or group performance in an open learning course. In this work, we propose a cloud-based and personalized learning platform enhanced by a very efficient and intelligent facial analytics algorithm to capture learners' real-time responses when viewing any open educational resources such as the Ted Talks, YouTube or MERLOT on mobile devices. After analyzing learners' instant responses and attention spans, it may help to quickly identify those difficult and/or less interesting topics. Besides, interactive quizzes can be flexibly added by course instructors into different sections of an online educational resource to evaluate each individual learner's actual level of understanding while relevant video files or course material is being streamed onto the learner's mobile device from the Dropbox cloud storage. All the data about the learning progress will be securely uploaded onto a password-protected cloud computing platform for further analyzes. Furthermore, the cloud platform ensures the interoperability of various mobile devices in this newly enhanced learning analytic system with which some initial and positive students' feedback was collected. This work clearly provides many promising directions for future extensions of the next-generation open learning and education platform.

The recent proliferation of Massive Open Online Courses (MOOCs) has initiated a plethora of research endeavors revolving around new pedagogical methods in higher education. Integrating MOOCs in blended learning can be beneficial in different ways for both learners and instructors. In this position paper, we aim to provide a brief and comprehensive review about the challenges that higher education institutions in Macedonia and Kosovo face while coping with the new trends of flexible or blended learning. Moreover, after describing some real cases of MOOC based flipped classroom learning, we also provide some recommendations in order to enhance and enrich learning experience by employing innovative pedagogies.

Issues related to e-learning could be attributed to a number of factors due to its multi-facetted nature. In this paper a model to address known issues is presented in an effort to conceptualise a solution through the application of different paradigms. Implementation details of how the proposed model was applied to a real learning environment are presented together with results from an empirical study within a higher education institution.

© 2017 IEEE. Open learning is a rising trend in the educational sector and it attracts millions of learners to be engaged to enjoy massive latest and free open education resources (OERs). Through the use of mobile devices, open learning is often carried out in a micro learning mode, where each unit of learning activity is commonly shorter than 15 minutes. Learners are often at a loss in the process of choosing OER leading to their long term objectives and short term demands. Our pilot work, namely MLaaS, proposed a smart system to deliver personalized OER with micro learning to satisfy their real-time needs, while its decision-making process is scarcely supported due to the lack of historical data. Inspired by this, MLaaS now embeds a new solution to tackle the cold start problem, by opening up a brand new profile for each learner and delivering them the first resources in their fresh start learning journey. In this paper, we also propose an ontology-based mechanism for learning prediction and recommendation.

Online learning, whether guided or independent, is of great important in a world of constant change. Open Educational Resources, which are offered to the public at no cost, allow life-long learning for all audiences. However, resources of high quality are not always easily discoverable. MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a meta-data repository of open educational resources, where teachers and learners can find resources suitable for their needs. MERLOT employs a peer review system in order to ensure their quality, ease of use, and potential effectiveness as a teaching tool.

Education professionals are always searching for new ways of promoting learning, either by modifying the pedagogical project of courses or by the adoption of new learning strategies. In particular, this paper presents the results of an effort in order to bridge the knowledge acquired by students within classroom in face-to-face classes with technical skills required in real life situations. The contribution presented in this paper is the result of an assignment applied within an undergraduate Data Network Infrastructure Design course in a Brazilian university using an adapted Problem-Based Learning methodology (PBL), as a motivational tool. This paper also presents and discusses the resulting data related to the learning assessment.

Various prior studies have leveraged cloud computing and big data techniques to promote adaptive micro open learning. However, this novel way of open education resource (OER) delivery and access suffers from the cold start problem of learner information. In this paper, we introduce a service oriented solution to assist OER providers and instructors to deal with the sparsity of data in OER recommendation using an ontological approach. Learners' features are predicted by spreading activation and demographic similarity based inference. An evolutionary algorithm is provided to realize the OER recommendation in terms of heuristic rules.

Recently, blended learning has attracted more and more attention by the educational researchers. They often focus on how to combine blended learning with advanced technology to serve the teaching. In this paper, we proposed a novel learning pattern of "blended plus flipped". The pattern combined blended learning with flipped classroom, which integrated with offline learning, online learning, and study in class and out of class,. This achieves seamless integration of time and space. We test this idea using the course of "Educational Technology Research Method" and the experimental result demonstrates that blended learning pattern outperforms the traditional learning pattern. It is found that the time length of online learning and the active degree of the forum are the major factors affecting the blended learning pattern.

Blended learning has been widely adopted by higher education institutions. With purpose for effective learning and teaching by allocating face-to-face contact and online time, blended learning initiates a range of pedagogical practices such as flipped and self-regulated learning, to name just a few. Effective blended learning in higher education institutions requires a good balance between theoretical lessons, online lectures and face-to-face tutorials. However, debate rests on the blended delivery for Vocational and Professional and Education Training (VPET). In VPET, a large number of hands on practices are required and it seems not possible for those to be implemented online. Although studies have revealed the potential of using blended learning for VPET delivery, the support and needs that students and teachers preferred to implement blended learning and teaching are rarely addressed. With a sample size of 343 students and 20 teachers from three of the largest VPET institutions in Hong Kong, this paper aims to identify students and teachers' preferred support for technology based blended learning. Results revealed that they would like to have supports on multiple learning channels, technology enhanced learning (TEL) and teaching resources so as to facilitate flexible and self-regulate learning and teaching. Online platform was also suggested to establish discussion, experience and materials sharing between different VPET institutions to promote community of practice. The responsibilities of learning and delegation for learning autonomous are other critical issues that need to be addressed.

Currently, blended learning has become an innovative learning model, which can improve learners' learning effect, expand learners' learning opportunities, enhance interaction between teachers and students, and support learners' self-regulated. The key to develop an effective blended learning is to provide learning support service. The paper advocates that the blended learning mainly needs the support of resource, environment, personnel, teaching method and platform. In addition, the online open courses can provide a solid learning support service with its rich learning resources, stable environment, multi-personnel participation, diversified teaching methods and multi-channel service platform. All these can ensure the smooth development of blended learning.

The incorporation of Web 2.0 technologies and resources in higher education institutions and, in particular, in the teaching and learning process, today constitutes an imperative which can contribute significantly to improving student learning results and the quality of education. This article provides a summary of the most notable results of a research project with the aim of analyzing the process of educational integration of Web 2.0 resources in teaching and learning practices. The results are broadly similar to studies conducted in other international contexts. The findings indicate that Web 2.0 resources incorporated some changes at communication and collaboration level.

In common traditional learning, there are some weaknesses, one of which is students' limitation of receiving additional learning material. The use of e-learning in schools is expected to be a solution to these problems, because generally e-learning contains known traditional learning components such as group discussions, ideas submission and knowledge accumulation. Social Network allows users to do problem solving, creates connection and collaborates with other users. In this paper, the authors build e-learning system with interactive and collaborative platforms concept. Interactive and collaborative platform makes learning as a combination of cognitive and constructive process with social process, so it encourages more active learning and supports better group interaction. The concept of e-learning with interactive and collaborative platform and its features, such as news feeds, chat box, like and comment feature along with open course system, are able to increase the level of E-learner Satisfaction which includes Learner Interface, Learning Community, also Content and Personalization.