Modeling a Workflow-Based Design Specification for Learning with Flexibility Characteristics, Absence of Deadlocks, and Achievability of Each State in TEL Applications

Abstract

Technology-enhanced learning (TEL) has profoundly transformed education in recent years. In this line, the TELs have made it possible to transport the pedagogical scenario to a virtual environment. However, as with face-to-face education, the remote format poses complex challenges due to its dynamic and unpredictable nature. In face-to-face classes, teachers have greater flexibility to adapt to possible emerging situations, which is not the case for remote lessons. In TEL, it is common for teachers to follow a predefined workflow to meet teaching objectives during classes. The problem lies in the fact that these workflows could be more flexible. Therefore, providing flexible and adaptable solutions to changing circumstances within a virtual classroom is necessary. Workflows are based on formal specifications that have rules and steps to follow. We propose a design specification for online learning that validates no deadlocks between the activities and that the workflow is entirely achievable, all in a real-time environment. The specification is tested on a workflow engine that automatically responds to events from an online learning platform. To put our approach in a broader context, we conducted a comprehensive and comparative study of various workflow modeling taxonomies. This analysis allows us to find existing modeling techniques in the field of workflow research with flexibility characteristics that can be adapted to the proposed specification. Our study concludes that an e-learning system that allows for emergent changes can substantially improve the effectiveness of TEL applications.