Standards of Building e-Learning Systems in Higher Education

At the beginning of the 21st century, virtual education has been positioned as an alternative modality, among other aspects, due to psycho-pedagogical advances and constant technological innovation. There has also been an exponential increase in educational proposals online due to the influence exerted by globalization and the increase in the use of information and communication technologies to provide educational services. Thus, virtual teaching and the development of learning objects represent permanent research phenomena in all disciplinary areas. Digital learning is characterized by the convergence of methods, technologies, applications and services aimed at sustaining learning via the web-portals. Therefore, online training considers as fundamental aspects for the learning development of skills in the management of technological platforms. It is also clear that online education is intended to penetrate the education market at all levels, and this is what also prompts reflection on the potential impact on education in the present century.


Introduction
The new technologies provided some tools and methods that play a great role in the improvement of learning approach, and the learning process in the recent years. In addition, it gives the opportunities to improve the learning implementation, which provided the effective learning environment that help in the activation of the learning process in a good manner. Because of the continuity of the technology revolution, which presents a quantum leap and a challenge for all the previous innovations and tools. Therefore, it was an obligation for all the researchers of this field to examine and research, to define the lied educational capabilities in the computers' capabilities. Thus, it is a great field to study, to examine the standards and criteria to ensure the educational outcomes, of the e-learning and educational programs.
As technology and web design have evolved, researchers have created and compiled rules and heuristics to enhance web design usability's attributes, such as navigation, accessibility, efficiency, and design. According to Sandoval (2016), these rules "give the direction to the designer to produce usable systems" (p. 88). Usability rules have been also applied in e-learning to evaluate online courses' usability. Researchers using heuristics have conducted several usability evaluations of e-learning settings. These evaluations focused on the web design aspects of the courses. However, since the purpose of e-learning is not only to provide an interface for an online learning environment, but also to support the acquisition of knowledge through it, the traditional usability instruments are not sufficient. modern technologies. Further, teachers can improve their educational skills to keep up with the IT and modern technologies , with the amount that enable them to continue their progress in the educational field. The required computers and technologies will provide students in an early period of their educational period. Moreover, the focus in the classes will be on analysis, logical thinking and knowledge improvement more than saving hardship.
Therefore, teachers will be to help their students to understand the hard concepts, gain more educational attainment, and to meet the students' necessary requirements in a better manner, because e-learning can work on enhancing the educational process and improve the students' educational attainment.
As there will no need to select a specific book, whereas there is a wide range of available books through the direct and indirect communication. As, internet provides a great amount of information that limit the option of choosing only one book. Further, all books and periodicals are scanned to be saved electronically on the internet, because the electronic saved books can be accessed and restored easily, other than the paper books that can be damaged over time, and it can be useless. This will reduce the education costs; because there will be no need for huge library buildings, and reduce the loss that can be damaged easily. All what will be needed is the cost of technology hardware and software. Further education will overcome time and place constrains, and get rid of seminars and constrains that limit the education process inside the halls. For now, we can create video conferences, save many things because of modern technology, and explore the concept of logical analysis and thinking. Therefore, the education process will be a service and benefit available for all. educational institution, but some cannot gain these benefits, so we need to decide clearly, where those benefits are and how to get benefit from them. As, this is a kind of education witnesses an increasing demand from all the community segments, to be a supplement method for the traditional education. However, this kind of learning is characterized with its flexibility, economic efficiency, and getting rid of all time and place constrains, which enhanced the increasing demand of E-Learning from the whole society. The main factors that increase adoption of E-learning technology in higher education (Fresen, 2011). According to Fresen (2011), this can be due to variety of reasons such as inadequate infrastructure for access, support and training for sustaining technology. Lack of coordinated planning for technology at departmental, institutional and system levels. Since, use of technology is not part of the prestige, recognition or promotion systems currently in place. Further, academic staff have not been taught how to apply technology to teaching. Regarding this, technology is not a financial priority within schools or departments.
uncertainty of intellectual property rights in an electronic environment results in the resistance to changing traditional teaching practices that further results in the lack of understanding of application of technology, lack of high level vision in administration about the role of technology, unrealistic expectations of what the technology can do and dismissive attitude because of early inadequate experience (real or perceived). Further generational division between older and younger staff in responding to use of technology yield resistance to external pressure to change, ideological resistance to technology and claims that technological solutions are pedagogically not appropriate.
The advantages of e-learning are demonstrated by Cohen (1992) in the following aspects that include time flexibility, as the learner can choose the suitable time for him, without engaging with fixed time. Further, provide the learner with the suitable place for him. The possibility of who cannot go and attend schools and universities in certain times. Moreover, many educators, who prefer e-learning, see that e-learning is cost effectively. It provides the teacher with more information, as long as he has the ability to gain more. Thus, we can conclude some advantages of e-learning from some education references, as (Arkorful & Abaidoo, 2015) reported that it is flexible when issues of time and place are taken into consideration. Every student has the luxury of choosing the place and time that suits him/her. According to Smedley (2010), the adoption of e-learning provides the institutions as well as their students or learners the much flexibility of time and place of delivery or receipt of according to learning information.
Further, e-learning enhances the efficacy of knowledge and qualifications via ease of access to a huge amount of information. It is able to provide opportunities for relations between learners by the use of discussion forums. Through this, e-learning helps eliminate barriers that have the potential of hindering participation including the fear of talking to other learners. Elearning motivates students to interact with other, as well as exchange and respect different point of views. E-Learning eases communication and improves the relationships that sustain learning. Wagner, Hassanein and Head (2008) noted that e-Learning makes available extra prospects for interactivity between students and teachers during content delivery. E-learning is cost effective in the sense that there is no need for the students or learners to travel. It is also cost effective in the sense that it offers opportunities for learning for maximum number of learners with no need for many buildings. Therefore, e-learning always takes into consideration the individual learners differences. Some learners, for instance prefer to concentrate on certain parts of the course, while others are prepared to review the entire course. E-learning helps compensate for scarcities of academic staff, including instructors or teachers as well as facilitators, lab technicians etc. The use of e-Learning allows self-pacing. For instance, the asynchronous way permits each student to study at his or her own pace and speed whether slow or quick. It therefore increases satisfaction and decreases stress (Codone, 2001;Amer, 2007;Urdan & Weggen, 2000;Algahtani, 2011; Marc,

Literacy Standards Standard Specification of E-Learning
In most of industrial countries, education is one of the most important social and economic activity. Therefore, it must get the suitable care from the aspects of costs and efficiency; especially that these two aspects are closely related to the modern media technologies, whereas, in the resent eras the education process depends widely on communication technology. Thus, the educational and training institutions invest huge amounts of money in e-learning, which are millions of dollars.
As now, we cannot find any educational institution without electronic educational or electronic training program beside the traditional one. Whereas, the educational institutions have entered into many projects that use various strategies and models (Aldalalah & Ababneh, 2015), but to reach effectively the planned objectives for each institution, it is important for each institution to seek for creating common factors for common interfaces to decrease costs and get broad benefits from the digital learning object. Therefore, to achieve this objective, it was necessary to search for a frame that enable the use and re-use of the learning objects.
Since, learning object (LO), from the side of all stakeholders, with some certain standards for all learning objects, which enable the exchanges among e-learning systems. In the light of what mentioned, this research will explore the concept of standard specification and all the players of this field, and the concept of standardization. Therefore, standard specification, to define the concept of e-learning and used standard specifications, we need to differentiate between two groups of elements; the first group contains the physical elements. The elements that has physical and electronic presence -as the files, facilitation programs and databases. The other group is the elements that are intellectually designed and produced as lessons and training briefcases, which are called Learning Object. The size and usage of these groups vary, but it remains be able to be used and beneficial in other applications, lessons and briefcases. Therefore, the creator of the learning object has to give care to define and index this object by the International Standards, to be used and defined from all Learning Management Systems (LMS), to create the interfaces of In fact, the standards of e-learning could provide the required flexibility for the educational structures. For example, the successful academic content for any system cannot be used in any other system, unless great modifications are applied. Whereas, if institution bought the license of certain software, it will find that this software can be used only in one system and it is related to a certain interface that has its methods and requirements, to reach its database and it may lose its efficiency. Therefore, it is now important to give care to the standard specifications of the elearning objects, to develop this kind of education, and to maximize its Return on Investments (ROI) (Zamfir, 2008). It was noted that the developing of the standard specifications was successful in (Internet), as we now use these specifications on daily basis, because we cannot use the internet without the specifications of TCP/IP, or HTTP, or HTML. Therefore, for the specifications of elearning, there is a widely spread usage for a technological measurement from extended Markup Language XML, which is now used in many applications as an option to exchange many interfaces.
For example, this language gives the tools that create and protect the files structured in text format, which can be re-used in different way, as one of the most important objectives of the standard XML language, is to differentiate between the content format and the display format.

Advantages of Standard Specifications
There are four objectives to develop and use the standard specifications: 1. Accessibility: it helps in indexing and searching for classified objects apart from the used system.
2. Interoperability: it means the possibility to work with all types of systems, devices, browsers, and databases.
3. Durability: it means the exceeding of amendments requirements during the development of systems and programs. student can control the sequence of his lessons and activities, depending on his educational needs.
Using the same method, the computer enables the student to go in everywhere using some options and designs, as:

a) Linear Design
It is one of the simplest methods for programs' design, as it obliged all users to follow the same educational steps in the program. If the student needs to understand a certain concept, he has to follow the procedures defined by the program, in the same order of information, examples and exercise. The main advantages of this type, is its full control of all the procedures of the educational process, also this types is less complex than other designs. Moreover, this design is beneficial and effective if the learners' levels are homogenous, and it is not suitable for uneven students, because there is no opportunity to skip some information for speedy learner, or to get back for slow students. Some refuse to use this kind of design because the lack of flexibility and it does not use Decision Making methods, which represent advanced capabilities for the program.

b) Branching Design
The computer's ability to individualize the educational process is considered the best service provided, whereas this ability appeared when computers evaluate the responses of each learner, and define his needs to progress in study/revision. In addition, the branching options in any programs are considered one of the main factors, which the program depends on to present an individual evaluation. Thus, branching means; the program's ability to go back or forward, or go to any specific point, according to the user's request. Moreover, the others use branching inside the program to skip some exercise, in order to reach the next exercise, or study a certain lesson without passing; therefore, we can find many types of this branching in computerized lessons:

c) Forward Branching
It means moving from a point to a forward point in the program, as it depends on the learner's request and the study requirements. There are two types of forward branching such as forward branching that depends on the learner's performance as it happens according to a certain condition defined by the program's designer, as it goes to a certain point when the answer is right forward, or he will skip the next exercise in the option's list.

d) Backward Branching
In many cases, it is important to transfer from a subject to another previous one, or what is called the reverse transformation process through the program information, in order to reach the program's start by backward branching. This kind of branching is very important in the need of reviewing a certain point of the program. This happens when the learner fails in responding to the program's requirement, so he will get back to the subject, to revise and study it again.

e) Random Branching
It is a special case of branching, and it is used when the sequence of the program is not

Merrill Model
Merrill and others educational program designing consists of several steps that initiates by knowing basic terms that program deliver through its content. Further by defining educational needs and requirements in order to acknowledge the importance of educational content. Later, Analysing program educational content that learners will receive the identifying clues situations, knowing codes, and terms as well as observing its indications.   (Merrill, 1991).
Through the previous preview for some educational designs, we observe that they are flexible designs and it did not specify starting and ending timing for any of program's steps, or even timing for educational technological sources, inputs and educational strategies, more over the moving time from a step to another within the program. It also declares the perfection level that educators will reach, and how to handle situations and problems that may appear and can affect the timing of implementing, sequencing and achieving program goals. It also shows an interactive affect between all program steps, as it may start from any of these steps to the rest of it, though choosing sequence process and following system is only in user's hands.
Then, teacher has an important role in the success of this design and compare between what cope with learners needs, the educational content and the actual requirements for learning.

Enhanced Self -Learning Theory (Skinner)
Enhanced Self -learning theory for skinner, who refused to identify teacher through simple mechanic linking between exciting and response, but he sets a new explanation for educator behaviour known as partial requirements, he also claims for the necessity of analysing positive behaviour into conductive steps each one enhances the other and to lead the existence of full response of learner. The idea of analysing and enhancing behaviour in focusing on educational strategy, aim to forming learner's behaviour according to the steps like as by defining right and wrong behavioural elements clearly and in a conductive way applicable for measuring and observing. Further by defining the effective enhancements in processing similar educational situations or reforming educational situations.
Employing methods and rules that guarantee for every learner the proper enhancement that push him to show the behavioural performance aimed for forming or editing. Skinner sees that enhancement divided into two types: positive enhancement and negative enhancement, as for positive enhancement it strength and prove learner behaviour, while negative enhancement always represents punishment that ends the unwanted behaviour. as for neglecting or even never enhancing it whether by positive or negative way, it may weaken the response or even vanishing it, then the gradual vanish of this behaviour, enhancement technique can be used in modifying behaviours or even applying it on both teacher and learner.
This technique that captured skinner urges him to assist a book named by (usage of enhancement in educational technology), through it, he addresses many of grade education problems aspects. Besides the need of modifying teaching methods, by adding more technological methods, he offers new chances for teachers to use more ways, technologies and strategies in order to enrich enhancement usage in educational process and its improvement.
The educational systems that presented through this theory allows learner to fetch his education according to his own characteristics and self-speed, as to gain an immediate enhancement in every educational step, that depends on Skinners theory. The steps of its implementing and designing it in self-learning includes the specified behavioural aim accurately by defining the on point in education in accordance to learner experiences. A start point in education input behaviour and pre-requirements that is dividing educational mission into a series of conductive sequenced steps, with the enhancement of each important step until the goal achieved successfully.
Most of times self-learning be more successful and affective if compared with traditional learning, advantages can be summarized as following. These systems allow each learner to choose what relates to his goals, activities and learning input. Further, Self-learning systems allow each learner to go through his course according to his own individual speed. Selflearning guarantees the interaction of learner with the modified programs through programmer, machine or even educational pile, which is the basic condition in his continual in learning. Self-learning systems allow learner to discover his educational results, and correcting his own path according to that. Through revising educational results of each learner, and discovering educational subjects that learner has perfect speed in learning it, as a prove for his tendency for it, as well as subjects that take too much effort from him proves his weakness in it. As application for these basics, programmed learning includes the provided and organized points that provokes learner and requires a response from him. The response of each learner from it in a certain way. Enhancing learner responses by the individual knowledge for his responses results. Progressing of learner in the program systematically and vanishing learner response mostly in reducing rate of mistake to the probability of completely disappearing it through types of frames.
Frame is always considered the basic direction in constructing program, each frame is specified to achieve or view partial part from the educational content, and frame includes five points: frame number, information, question, answer, and enriching reference and immediate enhancing. Further lead in frames presents topic for learner and provides knowledge for him and addressing problems as well, preparing him to acquire new knowledge. However, discriminating frames help learners to discriminate between several facts that may be unclear. provide knowledge in a way that lack hinting power. Moreover, specifying frame gives student certain example to clarify a following general rule for these frames.
On the other hand, chaining frames is a series of frames set to establish a group of responses, starts by providing knowledge during series and ends with requesting learner to express the whole series. While, concept-formatting frame depends on a series of frames which consisting certain awareness followed by generalization. Practice frames are used in comprehending educational knowledge and presented through relations between things.
Testing frames are aiming to test the learner in the educational points that already discussed, it comes after studying each point provided by hinting system. While, forcing frames are viewing certain knowledge, and asking learner to give right response, without the necessity to understand this knowledge. This further includes educational goals, defining the input level for learners, defining scientific material, which approving the required goals, defining viewing content system, writing program frames, correcting program-forming and collective.
Programmed learner has two main types of programs, differs in manner and the way in providing the educational subject for learners, although they go along with each other.

1-Linear Programs
It is called the liner or systematic programs, which the educational subject is divided into a sequence of frames, whereas each frame is ended by a question related to its content.
However, the purpose of this question not to examine the learner, but to help him through enhancing his rapid answer, through right answers until the end of the program.

2-Branching Programs
The programs include much information more than any other programs -linear programs -whereas each frame is ended by a multiple-choice question, if the learner answer with the right answer, he will get an immediate enhancing to go for the second frame.
Otherwise, if the answer was wrong, the program will refer the learner to a branch information that include information about the right answers.

Conclusion
Emirati Journal of Business, Economics, and Social Studies There are many considerations have to be taken into account while designing elearning systems, which are education design, the selection of references and education methods, education references, e-learning standards and measuring the impact of using ITC in education. The current common criteria of E-learning are not yet able to reach the level of get the certification of ISO, as it is still just Specifications, Guidelines, or Criterions, because the e-learning system and its LMS and educational Content are still in the phase of rapid changes. While e-learning still needs to reach the stability criteria. SCORM criteria are the most comprehensive standards for establishing and designing e-learning systems and the educational programs, whereas it seeks to reach the Accessibility like the ability of defining the location and accessing the educational content from any place. Adaptability such as the ability to adopt, to meet the needs of persons and educational institutions. Affordability such as it is the ability to increase the efficiency and productivity, while decreasing the time and cost of education delivery. Durability like the ability to use the content, even if the used technology is changed, as the upgrade of the operating system or LMS. Further defines the interoperability that is the ability of communication among different educational platforms and tools, and to work together in an efficient manner and reusability that is the ability of modifying the content, and re-use it for many times, by using different tools and platforms.

Closure
The researcher has addressed the subject of standards of building e-learning systems, to find a definition of e-learning standards, through the explanations related to e-learning, standards of building and evaluating the educational program and the followed steps in this field. He is hoping that this research will contribute in enhancing the scientific addressing of this subject to reach the application of comprehensive quality standards in this field.