New Paradigm of Effective e-Learning through System Development Life Cycle Structure

Abstract

The emergence of e-learning has created a considerable increase in the number of virtual universities worldwide. A global education system, as a key area of the future of ICT, has encouraged developers to provide various low cost learning systems. An increase in the number of Saudi universities, combined with the large number of internet users in Saudi Arabia, has provided a number of benefits to students at university level. The system development life cycle (SDLC) model proposed in this paper is tailored towards the e-learning environment, particularly in Saudi Arabian universities. The paper will also attempt to provide suggestions and possible solutions to implementing e-learning methods effectively. The objective of this paper is to present a model of a web services-based e-learning life cycle which defines all the necessary functionality for interactions between the learning centre and the learner. However, real progress in terms of designing new learning styles based on quality learning materials can be evaluated only over the long term.;   The emergence of e-learning has created a considerable increase in the number of virtual universities worldwide. A global education system, as a key area of the future of ICT, has encouraged developers to provide various low cost learning systems. An increase in the number of Saudi universities, combined with the large number of internet users in Saudi Arabia, has provided a number of benefits to students at university level. The system development life cycle (SDLC) model proposed in this paper is tailored towards the e-learning environment, particularly in Saudi Arabian universities. The paper will also attempt to provide suggestions and possible solutions to implementing e-learning methods effectively. The objective of this paper is to present a model of a web services-based e-learning life cycle which defines all the necessary functionality for interactions between the learning centre and the learner. However, real progress in terms of designing new learning styles based on quality learning materials can be evaluated only over the long term.