Survey On Online Teaching Learning Systems

Pusendra Chaudhary
Dhulikhel,Nepal
cpusendra@gmail.com

Abstract--Most universities, schools ,colleges in world face many educational curriculum outside of a traditional classroom.  In
educational problems and obstacles that technology can help to most cases, it refers to a course, program or degree delivered
overcome.Online learning and teaching systems are the one that completely online.
can help these instutitions overcome their obstacles of connecting There are many terms used to describe Online learning
students and teachers online. This paper examines different
and teaching that is delivered online, via the internet, ranging
online teaching learning systems and provides comparative
analysis of OTL systems against parameters like security,
from Distance Education, to computerized electronic
usability, operability etc. This paper also presents the design learning, e-learning, internet learning and many others.
issues, challenges, advantages, vital components and major types Online Teaching and learning can be defined as the courses
of online teaching learning systems. The most popular OTL that are specifically delivered via the internet to somewhere
systems: Google Classroom, Zoom, Moodle, Docebo, WizIQ and other than the classroom . It is not a course delivered via a
MOOC are described in detail with component diagram along DVD or CD-ROM, video tape or over a television channel. It
with its features. is interactive in that you can also communicate with your
teachers, professors or other students in your class.It is also
Keywords: online learning; elearning, Online teaching learning delivered live, where you can “electronically” raise your
systems;Google Classroom, Zoom, Moodle, MOOC,LMS
hand and interact in real time and sometimes it is a lecture
that has been prerecorded. There is always a teacher or
I. INTRODUCTION
professor interacting /communicating with students and
Teaching learning Systems are embedded in different grading students participation, students assignments and
learning environments and social spaces which impact the students tests.
educational process. These learning environments have been The components and functionality of a comprehensive
broadly categorized by educationists into three categories of online Teaching Learning system:-
learning systems: informal, formal and non-formal systems. A. Development of Courseware
A. Informal Learning System B. Learning Management System
Humans learn in any kind of environment. Truly speaking, C .Content Management System
learning of an individual begins from the time of birth and D. Library and Digital Resources
continues through infancy to childhood to adulthood to old E. Learner Services
age and beyond. The family or the home is the first learning F. The User’s Portal
environment that the child encounters. This kind of
education is a bit primitive yet diverse, comprising a range
of tasks a child learns in a family setting. All these
activities, and behaviours, and actions lead to what may be
termed as “informal learning” and may occur inside the
home or may be institutional.
B. Formal Learning Systems
Formal learning system of education corresponds to an
organized, systematic and structured mechanism of
transmission of knowledge, skills, attitudes, beliefs,
customs, traditions and values which the society holds,
propagates and preserves.The process of formal education is
contiguous involving the learner, teacher and or the
school.The present day education system adopted by
schools, colleges and universities are established by the
government and/or other private bodies of the society and
regulated by the state according to broad constitutional
norms and societal beliefs and practices.
C. Non-Formal Learning System
A broad-based model of non-formal learning is that of ‘open
learning’. Some examples of non-formal learning systems in
the world are the Open Universities, Open Schools, Flexi
Learning Models, etc. Figure1:Components of OTL system
Online Learning and Teaching system is teaching and
learning utilizing electronic technologies to access
A. Development of Courseware
To analyze and develop a course, multiple skills are
needed: instructional design, subject matter
knowledge, pedagogical approach, and possibly
computer science and graphic arts. These skills are
generally found in a multi-disciplinary team.
Alternatively, a very complex team involves content
experts, educators, instructional designers, editors,
visual designers, multimedia designers,
programmers, systems staff, and so on, in the design
of a course that needs new online learning
functions, connects uniquely to the other systems,
and involves the creation of new multimedia digital
learning objects.
Courseware must be designed in such a way that it
is easily translated into other languages, or adapted
to other cultures with a minimum effort. Or it may
be designed in such a way that learning will be
quicker.
B. Learning Management System
A OTL must contain a learning management
system (LMS) which is a software application for
the administration, documentation, tracking,
reporting, and delivery of educational courses,
training programs, or learning and development
programs.Learning management systems were
designed to identify training and learning gaps,
utilizing analytical data and reporting. LMSs are
focused on online learning delivery but support a
range of uses, acting as a platform for online
content, including courses, both asynchronous based
and synchronous based. Learning Management
System Benefits to OTL :
a. Organizes And Safely Stores Big Data
b. Monitors Learner Progress And Performance
c. Improves Resource Allocation
d. Personalizes The Online Training Experience
e. Improves eLearning Accessibility
C. Content Management System
For the LMS to have a more contextualized and
dynamic learning environment a responsive,
flexible, and potentially real-time content
development system is needed. Thus, upon
deployment of an LMS, the provision of course
materials or courseware using efficient and effective
workflows will require the adoption of a Content
Management System (CMS). A CMS will provide
the functionality for the creation, collaboration,
production, and publishing of learning materials.
Mainly two types of content management system:
web content management systems and document
management systems. The essential capabilities
required for courseware are a system that can
manage web content and provide a secure,
accessible, and collaborative environment for the
creation and storage of content in XML format. The
importance of XML is that it allows content to be
rendered through different media, such as print,
web, and mobile devices.
D. Library and Digital Resources
Linking the course or program LMS to the necessary online
resources is a key element of a online system. Institutional
and public libraries have been leaders in the development of
systems and protocols to acquire and share resources. Many
now have electronic gateways to their own holdings, digital
databases of journals, magazines and government
publications and specially developed supplementary
databases of materials selected for a particular course. In
addition, learning objects will increasingly be accessible
through in-house and external digital repositories. A key
contribution to the development of online delivery is the
librarian’s understanding of knowledge management and
intellectual property issues.
The key point in developing the infrastructure for online
Teaching and learning is that the availability of such online
resources should be ensured or at least anticipated, so that the
courseware is developed accordingly, the LMS is
appropriately configured, and any access for the student is
enabled.
E. Learner Services
The non-academic learner support is needed to ensure
student success and satisfaction. This support would include
technical help, educational advising, various forms of
counselling, services for learners with special needs.
F. Interface with the Student Information System
In an OTL system the LMS is linked to the Student
Information System (SIS) in such a manner that the
right student is automatically placed in the right
course at the right time with all the right student
information easily available to the right instructor
and to anyone else who needs it. This interface
avoids the need to input student names into the
LMS, with all the associated errors and wasted time.
Instructors should be able to manipulate the student
data as needed for the course (e.g., submitting and
editing final marks), and to contact the students as a
group, in subgroups, and individually.
G. The User’s Portal
In an OTL system the nature of the portal provided to the
learner and to staff in various ways is important. At
minimum, the portal should allow the learner, with one
secure login, to access everything that is of interest to them:
the LMS (and from there to other essential links), their
grades, other applicable documentation on their student file,
and related learner services and accounts. The portal
environment should also be open for students to exhibit their
preferences through the customization of the interface and
the information and user communities they choose to access
or give accesses to. The growth in portal sophistication
represents a major improvement in student services that is
only achievable through online delivery. The ability to
personalize a student’s experience is not economically or
practically conceivable in the off-line world. Further, the
involvement of students in the creation of their own personal
spaces provides a level of control and convenience that, by
itself, adds significantly to the student’s understanding of
their learning environment.
H. Quality Assessment
 An OTL system must have a unit to ensure the
highest level of course quality, student experience
and engagement as part of the routine process of
quality assurance and improvement. An OTL
system should have the following characteristics in
order to be stated as a "quality assessment":
topic.
b. Reliability
Reliability with reference to assessment simply
means that the test should have a measurable
outcome. Each and every aspect of the assessment
should have the quality of being accurately
measured without the buildup of any flaw.
c. Generating interest by the student
This is the reason why tests should be objective in
nature. Subjective tests are lengthy in nature not
even generating interest of the teachers, leave alone
the students. So, assessments should be explicit and
creative which does not give a sense of boredom to
the candidates.
d. Consequential relevance
Conducting an assessment requires a lot of time,
dedication, and resources; nobody would want so
much of hard work to go in vain. The assessment
result should be so exact so that it can be used as a
tool to compare and analyze the data for future
reference of the candidate’s performance.
Importance of OTL system:
a) Convenience: 24/7 access from any online computer;
accommodates busy schedules; no commuting, no
searching for parking.
b) Enhanced Learning: Research shows increased depth of
understanding and retention of course content; more
meaningful discussions; emphasis on writing skills,
technology skills, and life skills like time management,
independence, and self-discipline.
c) Leveling of the Playing Field: Students can take more
time to think and reflect before communicating; shy
students tend to thrive online; anonymity of the online
environment.
d) Interaction: Increased student-to-teacher and student-to-
student interaction and discussion; a more student-
centered learning environment; less passive listening
and more active learning; a greater sense of
connectedness, synergy.
e) Innovative Teaching: Student-centered approaches;
increased variety and creativity of learning activities;
address different learning styles; changes and
improvements can translate to on-ground courses as
well
f) Improved Administration: Time to examine student
work more thoroughly; ability to document and record
online interactions; ability to manage grading online.
g) Savings: Accommodate more students; increased
student satisfaction = higher retention and fewer
repeats.
h) Maximize Physical Resources: Lessen demand on
limited campus infrastructure; decrease congestion on
a. The validity of the content
The test content should be highly organized and
should come across as clear and simple to the
candidates attempting the test.The content should be
in accordance with the subject that is being
assessed and should not be out of the syllabus or
campus and parking lots.
i) Outreach: Give students options; reach new student
markets; appeal to current students thus increasing
enrollments
Types of OTL system:
A. Blended learning:
Blended learning is an approach to education that
combines online educational materials and
opportunities for interaction online with traditional
place-based classroom methods. It requires the
physical presence of both teacher and student, with
some elements of student control over time, place,
path, or place.[wikipidea]
B. Active learning
Active learning is any learning activity in which the
student participates or interacts with the learning
process, as opposed to passively taking in the
information.
C. Engaged learning:
Engaged learning is the process in which students
actively participate in their learning. Students are
involved, beginning on the first day, in the decision
making of the course of their study. Students
vigorously research, discuss, create projects, and
use technology to make discoveries based on their
choices. Students are active participants in the
learning process. The teacher serves as a "coach or
facilitator," guiding students to the desired goal.
D. Personalized learning
Personalized learning is an educational approach
that aims to customize learning for each student’s
strengths, needs, skills and interests.Each student
gets a learning plan that’s based on what he knows
and how he learns best.
E. Adaptive Learning
Adaptive learning is a computer-based and/or online
educational system that modifies the presentation of
material in response to student performance. Best-
of-breed systems capture fine-grained data and use
learning analytics to enable human tailoring of
responses. The associated learning management
systems (LMS) provide comprehensive
administration, documentation, tracking and
reporting progress, and user management.
II. DESIGN ISSUSES
A. Concurrency
Design for concurrency is concerned with
decomposing software into processes, tasks, and
threads and dealing with related issues of efficiency,
atomicity, synchronization, and scheduling.
B. Control and Handling of Events
This design issue is concerned with how to organize
 data and control flow as well as how to handle
reactive and temporal events through various
mechanisms such as implicit invocation and call-
backs.
C. Data Persistence
This design issue is concerned with how to handle
long-lived data.
D. Distribution of Components
This design issue is concerned with how to
distribute the software across the hardware
(including computer hardware and network
hardware), how the components communicate, and
how middleware can be used to deal with
heterogeneous software.
E. Error and Exception Handling and Fault Tolerance
This design issue is concerned with how to prevent, tolerate,
and process errors and deal with exceptional conditions.
F. Interaction and Presentation
This design issue is concerned with how to structure and
organize interactions with users as well as the presentation of
information (for example, separation of presentation and
business logic using the Model-View-Controller approach).
G. Security
Design for security is concerned with how to prevent
unauthorized disclosure, creation, change, deletion, or denial
of access to information and other resources. It is also
concerned with how to tolerate security-related attacks or
violations by limiting damage, continuing service, speeding
repair and recovery, and failing and recovering securely.
Access control is a fundamental concept of security, and one
should also ensure the proper use of cryptology.It is always a
difficult task to implement good security in software design.
III. CHALLANGES
A. Accessibility
Accessibility refers to the extent to which a product, device,
service, or environment is available and navigable for
persons with disabilities, or for persons with other special
needs or functional limitations.A major challenge around
accessibility is the present inability of technology to cover
the diverse types of disabilities.While perceptual disabilities
(i.e., those involving vision and hearing limitations) and
physical disabilities (i.e., those involving limitations of use
of limbs as well as speech) have been the focus of
accessibility solutions, cognitive disabilities have proven
difficult to address.
B. Flexibility
Flexible learning is a state of being in which learning and
teaching is increasingly freed from the limitations of
the time, place and pace of study. The different aspects of
flexible learning are :
a. Pace
By Allowing learners to make their decisions about how to
learn it is very difficult to manage students and the resources
require to manage the students will be high.Poor time
management could lead to procrastination and the whole
learning experience to be ineffective
b. Place
Students may not get internet connection at all places.
c. Learning style
Each students have their own learning style and it is difficult
to build a system with different learning styles for each
students.
Figure2:Hierarchical digram of O
C. Access
Access refers to the learner’s access to the infrastructure that
is required to fully access the online learning and teaching
resources.All students and teachers may not have good
bandwidth , devices and connectivity to access the courses.
D. Localization of content
Localisation of content is about how the course material is
adapted in order to fit local culture, language and religious
beliefs (for instance images and symbols should be
appropriate for the local culture in order to not be offensive
or simply confusing).
E. Support
It requires massive resources to support the students and
teachers at any time.
F. Difficulty in Engaging Learners
Online Engaging learners actively is one of the key factors in
determining the success of an online teaching and learning
program. Online learning requires a very high degree of self-
motivation which is found to be lacking among our learners.
Learners find it difficult to migrate from the traditional
learning mode to the new online learning mode.
G. High quality content
It is difficult to maintain high quality content due to the lack
of expertise as well as huge financial resources required to
develop the content.
H. Techincal challenge
Technical challenge refers to development issues such as the
bugs, the speed, the errors, functions and features not
correctly working or do not work according to what
academics require.Technical errors, bugs, slowness is critical
if academics are to use the system and is critical to the
success of the e-learning technology, if the system does not
function correctly then the technology will not be used and
negativity will arise in using e-learning technology.
IV. ONLINE TEACHING LEARNING SYSTEMS
Online learning has been on the rise in recent years, and it’s
really not hard to see why. On the one hand, online courses
have become hugely popular by the simple virtue of being so
much more convenient than traditional face to face courses.
To achieve online learning and teaching many
opensource and paid online learning systems are
avialiable. Some of the popular online teaching
learning systems are google classroom , Zoom,
Docebo, Moodle etc. These Online teaching
learning systems can be categorized into different
groups. Figure 2 shows the classification of OTL
systems on the basis of various factors like types of
services provided , nature of services provided etc.
A.Block diagram of each OTL with features
The OTL systems/platforms described in this paper
are Google Classroom, Zoom, Docebo, WizIQ, and
MOOC.The block diagram/component diagram of
each OTL systems mentioned earlier, along with its
features are as follows:
1. Google Classroom
Google Classroom is a free web service, developed
by Google for schools, that aims to simplify creating,
distributing, and grading assignments in a paperless way.
The primary purpose of Google Classroom is to streamline
the process of sharing files between teachers and students.
[5 ]
Google Classroom combines Google Drive for assignment
creation and distribution, Google Docs, Sheets and Slides for
writing, Gmail for communication, and Google Calendar for
scheduling. Students can be invited to join a class through a
private code, or automatically imported from a school
domain. Each class creates a separate folder in the respective
user's Drive, where the student can submit work to be graded
by a teacher.Google Classroom supports many different
grading schemes. Teachers have the option to attach files to
the assignment which students can view, edit, or get an
individual copy. Students can create files and then attach
them to the assignment if a copy of a file wasn't created by
the teacher. Teachers have the option to monitor the progress
of each student on the assignment where they can make
comments and edit. Turned in assignments can be graded by
the teacher and returned with comments to allow the student
to revise the assignment and turn back in. Once graded,
assignments can only be edited by the teacher unless the
teacher turns the assignment back in.[6].
Figure3:Block digram of google class room
2. Zoom
Zoom is a web-based video conferencing tool with a
local, desktop client and a mobile app that allows
users to meet online, with or without video. Zoom
users can choose to record sessions, collaborate on
projects, and share or annotate on one another’s
screens, all with one easy-to-use platform. Zoom
Meetings are the foundation of Zoom, and the term
refers to video conferencing meetings using the
platform that allow remote and co-located meeting
attendees to communication frictionlessly. Since
you you don't need to have a Zoom account to
attend a Zoom meetings, you can even meet with
clients or conduct interviews with remote
candidates virtually.A "Zoom Meeting" simply
refers to a meeting that's hosted using Zoom, and
attendees can join the meeting in-person, via
webcam or video conferencing camera, or via
phone. For example, here's a photo of my team
during a Zoom Meeting. We were all attending the
meeting remotely, but sometimes, we attend the
meeting via our company's conference room,
where we pair Zoom with the Meeting Owl to
create an inclusive meeting experience for all
attendees.
A Zoom Room is the physical hardware setup that
lets companies launch Zoom Meetings from their
conference rooms. Zoom Rooms are a software-
defined video conferencing hardware system for a
conference room that allow users to schedule,
launch, and run Zoom Meetings with the push of a
button.
 Figure4:Block digram of Zoom
3. WizIQ
WizIQ is rated among the biggest cloud based training
platforms in the world. More than 400,000 educators have
used WizIQ to deliver learning services to over four million
learners based across 200 nations.
WizIQ is being used in enterprises, training
organizations, colleges, universities, tutoring and test-prep
companies for extended and supplemental learning. Its award
winning Virtual Classroom system enables online delivery of
real-time instructor-led learning and has received accolades
from various education service providers.
WizIQ helps users develop selfbranded teaching or training
programs,delivered either in real time or as recorded lectures.
Also, WizIQ's course builder lets users create, run and sell
online courses. It supports multiple teacher accounts, online
courses, HD video streaming and live classes.
WizIQ also provides testing functionality and the ability to
track students’ performance, as well as the ability to set
milestones for learners. Additional information is available
to users and teachers via analytics dashboards. These tools
provide information on student progress and engagement,
instructor performance and the performance of particular
training content. WizIQ supports all major web browsers and
offers a mobile app for iOS, Android and Windows mobile
devices.
WizIQ is available on a monthly subscription basis that
includes support via email, phone and through an online
knowledge base.
Figure5:Block digram WizIQ
4. Moodle
Moodle was originally developed by Martin Dougiamas to
help educators create online courses with a focus on
interaction and collaborative construction of content, and it is
in continual evolution.[8]
Moodle as a learning platform can enhance existing learning
environments. As an E-learning tool, Moodle has a wide
range of standard and innovative features[8] such as a
calendar and a Gradebook. Moodle is a leading virtual
learning environment and can be used in many types of
environments such as education, training and development
and in business settings.Moodle runs without modification
on Unix, Linux, FreeBSD, Windows, OS X, NetWare and
any other systems that support PHP and a database, including
webhost providers.Moodle also has import features for use
with other specific systems, such as importing quizzes or
entire courses from Blackboard or WebCT.
A massive open online course (MOOC) is an online course
aimed at unlimited participation and open access via the web.
[1] In addition to traditional course materials, such as filmed
lectures, readings, and problem sets, many MOOCs provide
interactive courses with user forums or social media
discussions to support community interactions among
students, professors, and teaching assistants (TAs), as well as
immediate feedback to quick quizzes and assignments.
MOOCs are a recent and widely researched development in
distance education, first introduced in 2008, and emerged as
a popular mode of learning in 2012.

Figure6:Block digram of Moodle
5. Docebo
Docebo LMS is a modular, flexible cloud-based e-learning
solution that provides formal, informal and social learning
designed to help larger companies train their employees,
clients and customers. The platform is powered by artificial
intelligence (AI) so processes are automated. For example,
Docebo automatically analyzes course content and makes
recommendations to administrators on which learners can
benefit from specific courses.
Figure7: Block digram of Docebo
With Docebo Learn , enterprises have the ability to centralize
and organize courses, distribute and manage online and
instructor-led courses, track certifications and measure
results with dashboards and custom analytics. Docebo Learn
include Docebo Coach & Share (AI Powered Social
Learning), enabling learning in the flow of work with
informal and experiential learning opportunities and Docebo
Perform(skills gap management), helping organizations
empower their people through skills gap analysis and
improving employee competencies with targeted learning
programs based on the current and future skills need for the
business.
6. MOOC
Massive open online courses (MOOCs) are a
flexible and open form of self-directed, online
learning designed for mass participation. There are
no fees or entry requirements and no formal
academic credit is available. While completion rates
are low (on average ten per cent1 ) due to varying
motivations for enrolling in a MOOC, absolute
numbers of participants who complete are usually
high. While access to the course material is free,
MOOC platform providers often offer certificates of
completion at a cost. MOOC platforms provide
institutions with cloud-based hosting environments
for delivering courses, offering scale and
functionality while the institution provides the
course material and reputational value. The major
English-medium MOOC platform providers are
Coursera, edX, Canvas and FutureLearn; and there
is a multitude of smaller platforms. Each platform
has its technical infrastructure and business model;
for example, some platforms align themselves with
institutions, whereas others allow individual
educators more freedom.
Figure8:Block digram of MOOC
V. Analysis of OTL systems
A. Attributes used to analyze OTL systems
We can analyze OTL systems with the help of various
attributes like usability,simplicity, security etc.The different
attributes used to analyze OTL systems are :
a) Simplicity
This attribute check whether the system is easy to
use with a simple interface.Simplicity in OTL
system is responsible for Helping the users achieve
their goals faster and more efficiently, all while
enjoying a great user experience keeping the design
simple.
b) Security
It can be described as the capability of the software
product to protect information and data so that
unauthorized persons or systems cannot read or
modify them and authorized persons or systems are
 not denied access to them. For OTL system
Security attribute are decomposed into: -
1. Privacy
This attribute guarantee that the personal
information, which has been kept, on the
database of OTL system should not be shared with
anyone else without permission.
2. Authentication
OTL system should use username and passwords
where the Identification and authentication of staff
and studentsis required.HTTPS for web pages
displaying or transmitting sensitive data, Encryption
for encoding data as it travels over the network
Password protection of all courses, events and
resources A secure set of user privileges (rolebased
access control) .
c) Reliability
Learners and Teachers will not trust any e-learning
system if it does not have a clear quality control
policy . OTL systems don’t just have to ensure that
they are reliable, they have to show how they
produce their content so that users can develop a
sense of trust in them.
d) Accessibility
Accessibility means that people with disabilities can
use the Web or any system. More specifically,
accessibility means that people with disabilities can
perceive, understand, navigate, and interact with the
Web, and that they can contribute to the Web. Web
accessibility also benefits others, including older
people with changing abilities due to aging . OTL
systems must be built by taking accessebility in
mind so that all groups of people can get benifits
from OTL systems.
e) Recoverability
The ability of software to re-establish a specified
level of performance and recover the data directly
affected in the case of failure . It tries to measure
whether the module of OTL system is able to
recover from unexpected failures, and how it
implements these recovery mechanisms in an OTl
System.
OTL systems have following recovery
mechanisms:
1. Time to recover
The time needed to recover the data of teachers and
students in the case of failure and resuming work
soon after a failure .
2. Error Reporting
The OTL system should provide the users with
tracking, notification and reporting errors when
errors occurs.
Even if the data of users are deleted from the main
system , OTL system have a cloud storage backup
for recovering all the data related to users ,courses
are recovered easily.
f) Availability
It is the probability that a system will work as
required when required during the period of a
mission, with high loading and high transaction
speed.To notify the users when the system will go
down OTL system have:
Planned Downtime:A OTL system must notify
Users the time for scheduled maintenance and
upgrade during which a system cannot be used for
normal productive operations .
g) Usability
Usability is the ease of use of any system. In
particular, the usability in OTL system is the
presentation of information and choices in a clear
and concise way, a lack of ambiguity and the
placement of important items in appropriate areas.
usability help us to measure whether the OTL
system is appropriate for all ages and genders.
h) Opreatability
The capability of the system to enable the user to
operate and control it . Here the Operability
attribute for OTL system are decomposed into the
following:
1. Effort to operate
Attribute indicates the level of effort needed to
properly operate the system component.A good
OTL system must not require much effort on
operating the different components of the system.
2. Administrability
Attribute indicates the level of effort needed to
properly administer the system component .OTl
system must be easily operated by the adminstrators
of the system.
i) Understandability
The capability of the system to enable users to
understand how the system can be used for
particular tasks and conditions of uses . For OTL
systems the Understandability is decomposed into
the following:
1. Training
This section checks whether the OTL system
provides the tutorial for operating the OTL systems
to the new user or not.
2. User support
These section is used in OTL system to check
wether the OTL system is supportive to fulfill the
intended aim/goal of the user and there is enough
information on the screen when it is needed .
3. Documentation
This Study of Documentation is used for measuring
the computer documentation of OTL system not
user documentation, which means whether the OTL
system component provides any kind of
documentation that can be used by component tools
for understanding its services or the ease at which
the technicality of the system software is explained
in the manual (e.g. UML, ERM, DFD, etc).
j) Learnability
The capability of the system to enable the user to
learn its application . Learnability requires attention
to the needs of the beginner and uninitiated users
that has no previous experience with the
 system.Learnability try to measure the time needed
to learn the OTL system, such as usage or
configuration of OTL system. Learnability attribute
is decomposed into the following for the OTL
system :
1. Time to Use
This attribute measures the average time needed for
a user to learn how to correctly use OTL system.
2. Time to Configure
This attribute measures the average time needed for
a developer and adminstrators to learn how to
correctly configure the components of OTL system ,
and for properly understanding its configuration
parameters .
k) Interopratability
Interoperability is the capability of the system to
interact with one or more others systems. It is the
degree to which, a system or one of its components
is properly connected to, and operates with
something else. Here in the OTL system
Interoperability attribute can be decomposed into
the following: -
1. Data compatibility
These Attribute is used in OTL systems for
indicating whether the format of the data handled by
the Information System (IS) component is
compatible with an international standard or
convention.
2. Platform Compatibility
This Attribute is used in OTL systems for indicating
whether the component is platform-compatibility or
not.If the component is not platform compatibility
means upgrade or replaces their hardware system
without having to worry about changing,
redesigning or rebuilding their applications.
l) Efficiency
Efficiency is the degree to which something
effectively uses its resources . Efficieny for OTL
system can be decomposed into following:
1. Time Behavior
It is the capability of the OTL system to provide
appropriate response and processing time and
throughput rates when performing its function .For
OTL system Time Behavior attributes can be
decomposed into: - Response Time: This attribute
can be associated to any of the methods
implemented in any of the system interfaces, and
measures the time taken since a request is received
until a response has been sent.
2. Resource Behavior
For OTL systems Resource Behavior attributes can
be decomposed into:
Memory Utilization: The purpose of this attribute
in OTl system is to check whether the memory is
utilized or not during the tasks of OTL system.
Disk Utilization: This attribute specifies the disk
space used by OTL system component, including
both space used for storing its code and the space
used during the execution.
m) Scalability
The ease of system software to support the
incremental growth of data volumes from user as
well as modify to expand its capabilities. OTL
system must be Scalable i.e regardless of the data
growth, the system must perform efficiently.
n) Maintainability
The capability of the system to be modified.
Modifications include corrections, improvements or
adaptations of the system to change in an
environment, in requirements and in functional
specifications . After the modifications,
improvements done on the OTL systems the
developer need to adapt it, reconfigure it, and
perform the testing, self-testing before installation
and test site(e.g. performance) of the OTL sytem
component before it can be included in the final
product.
o) Testability
Testability is the ease with which an application or
component facilitates the creation and execution of
successful tests (i.e. tests that would cause failures
due to any underlying defects. The Testability
attribute are two kinds:
1. Self Test
This mean the behavior of OTL system to test itself
before installation. Automatic tests performed by a
device test upon itself when switched on, to detect
any malfunction, a missing component, or a change
in its configuration. In case of a problem, the device
displays an error message to indicate what has
happened and what the user must do to rectify it.
2. Up Grading
Easy to upgrade refers to easiness of the OTL
system to be upgraded to a new version of the free
and open source software . In OTL Systems, an
upgrade is done mainly to replace hardware on
server side, software or firmware on client side with
a newer or better version, in order to bring the
system up to date and to improve its characteristics .
p) Granularity
It refers to the segmentation of the learning content
to facilitate assimilation of new knowledge and to
allow flexible scheduling of time for learning.It help
us to evaluate whether the OTL system provide
flexible shedule to students for learning and flexible
schedule for teacher for teaching.
q) Affordability
OTL systems in the e-learning market are available
with free, open-source, and commercial licenses.
Therefore before choosing OTL systems for the
institutions, the revenue should be considered and
should be utilized properly for effective teaching
and learning.
B. Comparison table of OTL systems
The OTL systems compared in Table 1 are Google
Classroom, Zoom, Docebo, Moodle, and WizIQ
against the above parameters described in section A.
The parameters for evaluating OTL systems are:
Simplicity,Security,Reliability,Recoverability,,Avai
lability,Usability,Opreatability,Understandability.Le
arnability,Interopratability,Efficiency,Scalability,M
aintainability,Testability,Granularity, Accessability.
Table 1. shows the comparison table of Google
Classroom, Decbo, Moodle, Zoom, MOOC, and
WizIQ against the parameter mentioned in section
A. All though Google clssroomm,
zoom,Moodle,MOOC supports simplicity and are
easy to use but Docebo and WizIQ are difficult for
new users. They have a responsive design that fits
all mos all devices. Interoperability is supported by
all OTL systems and MOOC ,ZOOM and Moodle
are highly interporable as they have many different
APIs for different tasks. Google clssroom use their
own API i.e classroom api ,Docebo use their own
API called Docebo api , Moodle and MOOC have
many APIs aviliable for different platforms and
WizIQ also use their own API called Wiz API
Every OTL systems mentioned above are suitable
for online learning and teaching. In terms of
reliability, Docebo and WizIQ are most reliable
OTL system. Most of the systems are deployed on
the cloud, therefore the chance of recovery is high.
Docebo and WizIQ are difficult for beginners to
operate as they have many different features and all
other OTL systems are easily usable. Though
interms of feature and training support beginners
can esaily learn to use Docebo and WizIQ. Almost
all OTL systems are highly available because they
are deployed on cloud and Docebo and WizIQ are
the best OTL system in terms of availability.
Almost all are highly operable. Every OTL systems
support Secure authentication and mass enrolment,
regular security updates, and GDPR friendly in
some case. So in terms of security, Docebo, WizIQ,
and Googl classroom should be chosen.
Almost every OTL system provides training
through documentation, webinars, online tutorials
for understandability and also provides free trial
which has a commercial license for understanding
the features of the OTL system. Almost all OTL
systems mentioned above are easily learnable
except Docebo and WizIQ as they are experts
friendly Though one can easily learn as they
provide different training and support on how to use
them. The scalability of the OTL system depends on
cloud deployment and self-hosted deployment. All
OTL systems supports different types of API .
Almost all OTL systems are maintainable.
Affordability is one of the most important
parameters in choosing the OTL system for an
institution because lots of resources are needed in
the design and development of the OTL System and
even more in the maintenance of the OTL system.
Therefore, for low budget institutions, Moodle and
Google Classroom and zoom is suitable. For
medium budget institutions, WizIQ, and for high
budget Docebo is suitable. Docebo provides the best
performance out of all OTL systems mentioned
above.
 Therefore, considering all the parameters, Moodle is suitable
for low budget Google
institutions, Docebo
WizIQ for medium
Moodle budget Zoom MOOC WizIQ
institutions, andClassroom
Docebo for high budget institutions.

Simplicity Simple, Easy Difficult for easy to use Simple, Easy to use Depends Difficult for non-experts
to use non-expert interface On systems

Interoperability Interporable Interporable Highly Highly Interoperable Different APIs Interporable

Eg:Classroo Eg.Docebo API interoperable eg:Meeting API,chat Aviliable for Eg:wizIQ API
m API eg:APIS:form API etc different platform
,file,login API etc

Granularity Not flexible flexible Not flexible Not flexible Not flexible Flexible

Reliability Reliable Highly reliable Reliable Reliable Depends on Highly reliable

platform

Recoverability Detailed Deployed on Depends on Recoverable Depends on Highly recoverable

reporting and cloud with deployment deployment
logs, Artificial
recoverable Intellegence ,
Highly
recoverable

Usability User friendly Friendly for Customizable Friendly User friendly Learner friendly
experts

Availability High High Depends on Highly Available Depends on Deployed on cloud, high
availability availability deployment platform availability
Blazing fast
servers
combined with
AI.

Operability Operable High High operability Operable Depends on High operability

operability, platform
automate
workflows
Table1: Comparison table of OTL Systems
Security Highly Highly Secure Depends on Medium Depends on Highly Secure
secure securing Algorithm
algorithms used

Understandabili Tutorial for User support Depends on Demo and training understandable Training, free demo, and clear
ty first time and user guide system and concise documentation
visitor

Learnability Learnable Difficult in Easily learnable Poor learnability Depends on system Difficult in learning all
learning all used features
features

Scalability Highly Highly Scalable Depends on Scalable Depends on Highly Scalable

scalable deployment deployment

Integrability Classroom Docebo api Highly Integrable Integrable Depends wizIQ api
API

Maintainability Maintainable Highly Highly Maintainable Maintainable Highly maintainable

maintainable maintainable

Affordability Free Commercial Free, open-source Free, depends( financial Commercial

Enterprise($14.99/mo/h aid available)
ost)

Efficiency Efficient Highly efficient Depends Efficient Depends Highly Efficient

In this expression, the only unknown is . Thus, the aggregation has been studied in prior work [2]. Specifically,
problem of estimating the compression fraction for Null drawing a random sample, computing the sum over the
Suppression reduces to the problem of estimating this sum. sample and scaling it up is known to be unbiased. The
The usage of random sampling for estimating a sum estimate returned by SampleCF is:

We can observe that in computing CF‟NS, we have
performed the same scaling. Thus CF‟NS is an unbiased
estimate of CF. Sampling based estimation of sum is
however known to suffer from potentially large variance [2].
However, in our setting, the length of the tuples is bounded
by k. This translates to corresponding bounds on the
variance of CF‟NS. We formalize this intuition in the
following result.
Theorem 1: Consider a table T with a single column of type
char(k), and rows. The estimate CF‟NS is unbiased, that
is and its standard deviation can be bounded
as: where f = r/n is the sampling fraction.
We illustrate the implication of this result using an example.
Example 1. Suppose that table T has n = 100 million rows.
Suppose that we draw a sample of size r = 1 million (which
corresponds to a 1% sample). Then, Theorem 1 implies that
the standard deviation of is at most . to the dictionary. Under the simplified model, the
B. Dictionary Compression
We note that for the above expression the only unknown is
the number of distinct values (d). There is no known
unbiased distinct value estimator that works off a random
sample. In fact, prior work (e.g., [1]) has shown that any
estimator that uses uniform random sampling for distinct
value estimation must yield a significant ratio error in the
worst case. In spite of this fact, we now show that the
estimator SampleCF yields an estimate that has bounded
error in several cases. Recall that the estimate yielded by
SampleCF is captured by the following expression.
We separate the analysis into two cases – where the
number of distinct values is “small” and “large”. When the
number of
distinct values is “small”, the factor in the expression
for can dominate the other term which involves d and
as a result we can still obtain an accurate estimate. This
intuition is formalized in the following result.
Theorem 2: Fix constants and a function
(where N stands for the set of natural numbers) such that
is . For any n that is sufficiently large for any table
T
with n rows, distinct values, and column length
the following holds. If we run SampleCF
with , then the expected ratio error of is at most
.
Now we consider the case where the number of distinct
When we use dictionary compression (see Figure 1.b), for
a set of identical values in a page, we store the original value
in the dictionary and store a pointer to this value instead
(which
in general requires bytes). Let p denote the size of
the pointer in bytes. As mentioned in Section II-A, the
dictionary is typically in-lined in each page. For each
distinct value i, let Pg(i) denote the number of pages that this
value occurs in when compressed. We note that each distinct
value is stored once in each of the Pg(i) pages. The
following expression denotes the compression fraction of
Dictionary Compression (note that the summation is over the
distinct values in T):
In order to simplify the analysis and isolate the effects of
each of the above factors (pointers per occurrence and
paging), we consider a simplified model of dictionary
compression in which the paging effects are ignored. Here,
dictionary compression stores a “global” dictionary in which
each distinct value is stored once and each row has a pointer
compression fraction of Dictionary Compression is:
values is large. We demonstrate that SampleCF yields a
bounded ratio error estimate when the number of distinct
values is
“large”. Intuitively, if the number of distinct values in T is
“large”, we can show that the fraction of distinct values in
the sample will also be significant. This implies that both d’
and r are also proportional to n, which further implies that
we can obtain a bound on the ratio error.
Theorem 3: Fix constants For any n that is sufficiently
large for any table T with n rows and distinct
values, the following holds. If we run SampleCF with ,
then the expected ratio error of is at
most
.
Thus, despite the fact that estimating the compression
fraction for dictionary compression is related to the problem
of distinct value estimation, we are able to show (for a
simplified model of dictionary compression) that many cases
exist where we can bound the ratio error. Our experimental
results (omitted due to lack of space) also confirm that the
SampleCF algorithm can be an effective estimator in
practice for the case of both null suppression and dictionary
compression.

IV. CONCLUSIONS
In this paper, we identified the problem of estimating the
compression fraction using uniform random sampling,
which is a measure of how much a given index gets
compressed. We analyzed the estimation accuracy for two
popular compression techniques. Our results are
summarized in Table 2.
TABLE II
SUMMARY OF RESULTS

Compression Estimator Bias Small d Large d

Technique (o(n)) (O(n))
Null SampleCF No Variance at Variance at

Suppression most most

Dictionary SampleCF Yes Expected Expected

Compression ratioerror ratio error at
close to 1 most constant

We found that a simple estimator SampleCF that draws a

uniform random sample and returns the compression
fraction on the sample as its estimate has low error for
many cases. It is interesting future work to extend our
analysis to model paging effects in dictionary compression
as well as consider block-level sampling.

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