c&d-LEARNING IMPLEMENTATION ARCHITECTURE

Adapting e-Learning to Developing Countries

Jesus Martinez-Mateo, Susana Munoz-Hernandez and David Perez-Rey

Facultad de Inform´atica, Universidad Polit´ecnica de Madrid, Spain

Keywords:

Educational methods, e-Learning, Thin clients, Cooperation for the development, Satellite connection, Internet

access, Teleconference, Videoconference, Off-line courses.

Abstract:

From the educational point of view, the most widespread method in developing countries is on-site education.

Technical and economic resources cannot support conventional distance learning infrastructures and it is even

worse for courses in universities. They usually suffer a lack of qualiﬁed faculty staff, especially in technical

degrees. The literature suggest that e-learning is a suitable solution for this problem, but its methods are devel-

oped attending to educational necessities of the First World and cannot be applied directly to other contexts.

The proposed methodology is a variant of traditional e-learning adapted to the needs of developing countries.

E-learning for Cooperation and Development (c&d-learning) is oriented to be used for educational institutions

without adequate technical or human resources. In this paper we describe the c&d-learning implementation

architecture based on three main phases: hardware, communication and software; e.g. computer and technical

equipping, internet accessing and e-learning platform adaptation. Proper adaptation of educational contents

to c&d-learning is discussed and a real case of application in which the authors are involved is described: the

Ngozi University at Burundi.

1 INTRODUCTION

Modern research in cooperation for development is

led toward innovative solutions for (institutions and

people’s) problems at developing countries. Tradi-

tional technical problems at educational institutions in

these countries have been identiﬁed. There are many

proposals to use e-learning tools at developing coun-

tries, but in general they are only affordable for the

most advanced universities in the Third World. A

crucial goal of cooperation is to improve education

at developing countries. Research on learning, and

speciﬁcally on e-learning, is one of the most produc-

tive research ﬁelds at occidental universities. Never-

theless, advances in these areas are made regarding

educational needs of developed countries, where the

situation is quite different from developing countries.

Those differences are not only technical, but also at

the human and communication level.

Universities of developed countries have a num-

ber of agreements with universities of developing

countries, but these collaborations are with the most

important universities of those countries. In gen-

eral, cooperation is oriented to improve the teaching

or develop research. It is difﬁcult to ﬁnd relation-

ships of occidental universities with poor and small

developing countries universities to help with their

main deﬁciencies. Many e-learning collaborations

arrangements are established between universities of

the North and the South, but they are based on north e-

learning tools and conventional requirements. In gen-

eral, they are not suitable for small universities with

low resources from developing countries.

The cooperation group TEDECO

has been study-

ing the necessities of a group of universities of Cen-

tral Africa (Ngozi, Mwaro and Bujumbura universi-

ties at Burundi; and Bukavu University, Peace Uni-

versity, High Pedagogy Institute at Congo Democratic

Republic). Some common problems have been iden-

tiﬁed such as damaged wires, irregular electric sup-

ply, outdated hardware, lack of internet connection,

lack of speciﬁc software, lack of technical faculty

staff and, of course, economic problems. In addition,

the situation is completely different to occidental uni-

versities. In conventional e-learning the professor is

Technology for the Development and the Cooperation,

http://tedeco.ﬁ.upm.es/

Martinez-Mateo J., Munoz-Hernandez S. and Perez-Rey D. (2009).

c&d-LEARNING IMPLEMENTATION ARCHITECTURE Adapting e-lear ning to Developing Countries.

In Proceedings of the First International Conference on Computer Supported Education, pages 89-96

DOI: 10.5220/0001976900890096

 SciTePress

working full time at the university and the students

have Internet connection at their houses. They may

study in an asynchronous timetable using e-learning

platforms. At our target universities the situation is

completely different. As the students do not have

computers at home they need to go to the university

facilities to get Internet access. Regarding the lack of

teaching staff, students may attend to the university

following a ﬁxed schedule without professor guid-

ance.

Attending to these differences it is quite obvi-

ous that conventional e-learning cannot be applied to

developing countries universities. An adaptation of

hardware and communication conditions is needed to

use e-learning applications in a different way. Con-

tents should be also adapted thinking about the spe-

ciﬁc context of the classes. This paper aims to cover

the majority of these tasks.

During the last two years, TEDECO has been

working with the University of Ngozi at Burundi

thanks to Technical University of Madrid funding

(TESON, 2006; TICAMEN, 2008). We illustrate this

proposal with some explanations related to our exper-

tise implementing the architecture that we propose at

the University of Ngozi.

2 ICT IN DEVELOPING

COUNTRIES

In ﬁrst world countries Information and Communica-

tion Technologies (ICT) are applied to the majority of

daily life ﬁelds, in professional and scientiﬁc environ-

ments but also in social and cultural ones (ﬁgure 1).

They are powerful tools, essential for modern devel-

opment. However, speciﬁc necessities in developing

countries produce that ICT are applied in a different

way or with slightly different objectives (Blogs ICT,

2008). Although there exist other application scopes

of ICT in developing countries, the main areas are

health (e-health) and education (e-learning).

In a ﬁrst approach, it may seem that these coun-

tries have other priorities related to “survival” before

education. But from a long term perspective, the de-

velopment enhanced by education produce these ba-

sic improvements. Any development concept is each

day more relate to ICTs (Oswalder, 2003). There-

fore it is necessary to apply sustainable actions to im-

prove Internet and telecommunication accesses and

to improve knowledge about information technolo-

gies in general, so the development of local Web

content (UNCTAD, 2004). In fact, these infrastruc-

http://www.ung.bi/

Figure 1: ICT cross-impact (Oswalder, 2003).

tures are growing at a faster rate than expected in de-

veloping countries. In some cases such as Internet

access through mobile technologies, these countries

are adopting cutting-edge technologies that developed

countries do not implement yet, since traditional ones

are still widely extended (UNCTAD, 2004).

E-learning may be deﬁned in its widest meaning

as: “electronic or based in technology learning”. This

e-learning interpretation may lead to several applica-

tions, but nowadays, e-learning and TICs are gen-

erally used as tools for (Ardizzone and Rivoltella,

2004):

• make a more visible and modern University,

• as an extension of the learning offer,

• or as a learning virtualization.

Our proposal aims to take learning beyond a

global market, heading towards the idea of a univer-

sal learning. The e-learning can be the tool that allows

the multiplicity of professors, transporting their effort

also to developing countries. Within the application

of ICT in developing countries, e-learning is specially

interesting, since it permit to overcome the physical

limitations of traditional learning, promoting educa-

tion as the main remedy for poverty. These countries

lack of resources and infrastructures to implement

appropriate learning methodologies, therefore, tech-

nologies that permit distance education are very im-

portant. There exist a special lack of human resources

with skills in science and technologies, which to-

gether with an increment of students make e-learning

suitable to be implemented in developing countries.

Finally, as an added incentive, e-learning facilitates

the technological transference from ﬁrst world coun-

tries to developing countries.

An appropriate technological and economic in-

frastructure is required to exploit e-learning correctly.

This infrastructure must cover three resources listed

below (Kamel, 2006):

• Financing. In most cases, developing countries

CSEDU 2009 - International Conference on Computer Supported Education

governments have a limited budget for education,

where usually, not every student has access to a

free university education.

• Infrastructure. Closely related to ﬁnancing

problems is the lack of infrastructures: public

works, teaching staff and communications among

others.

• Content. It is essential to provide a teaching

staff that evaluate the student learning and include

adapted content to e-learning platforms.

As a result, to implement an e-learning applica-

tion in developing countries a coordinated effort in

these three requirements is needed. Many countries

do not have a proper communication network, espe-

cially outside big cities. And where the communi-

cation network does exist, there is not ﬁnancing re-

sources to pay the connection. And when these two

conditions are satisﬁed, there is usually a lack of ed-

ucational contents. To solve the former problem, e-

learning may proﬁt from open course programs such

as the MIT Open Course Ware (MIT, 2008). How-

ever, this content cannot be included directly, but af-

ter an adaptation to each situation. Although some

basic subjects are universal, others include social and

cultural aspects, or they must be adjusted to the ed-

ucative level of these universities.

The e-learning is being disseminated more and

more in developing countries through different

project, such as:

• Programa de Actualizaci

on de Maestros en Edu-

caci

on, AME, funded by Fundaci

on Cisneros in

Latin America (Fundaci´on Cisneros, 2008),

• the Global Learning Opportunities On the Web,

GLOW (Challenge, 2008),

• and the African Virtual University, AVU (Wolff,

2002).

The former organization, AVU, use ICT to offer

sub-saharan countries access to some academic re-

sources over the World. The ﬁnal goal is to allevi-

ate the technological gap due to the lack of scien-

tiﬁc, engineers, technicians, and other professionals

that would facilitate the economic and social devel-

opment of Africa through the information society.

In a real case where the authors are involved,

a traditional distance educational method has been

adapted to special necessities and limitations encoun-

tered during development at University of Ngozi. Due

to innovative elements of the proposed method we

refer to it as cooperation and development -learning

(c&d-learning) (Escudero et al., 2008).

3 C&D-LEARNING

IMPLEMENTATION

ARCHITECTURE

We propose a three-phase architecture that should be

implemented starting by the bottom one. We explain

details about each phase in the rest of this section.

Figure 2 provides a detailed representation of the im-

plementation architecture (in particular, the one that

is being introduced at the University of Ngozi).

TEDECO group has already ﬁnished the imple-

mentation of the ﬁrst and second phase at the Uni-

versity of Ngozi during the execution of the TESON

project (TESON, 2006). Nowadays the third phase is

progressing thanks to funding through the TICAMEN

project (TICAMEN, 2008). We illustrate each of fol-

lowing sub-section using our experience in these two

projects.

3.1 Hardware Phase

Due to technical problems that target universities use

to suffer, the implementation of the c&d-learning is

extremely important to ensure that the hardware in-

frastructure would work properly. This process has

been divided into three sub-phases listed below:

• electric current stabilization,

• installation of several computer classrooms for

teaching (e-learning),

• installation of a local network (intranet) to con-

nect computers within the university.

The hardware phase was ﬁnished with techni-

cal equipment adaptation and training of human re-

sources. These resources were needed for a local net-

work that should be built and maintained by qualiﬁed

local staff.

3.1.1 Electric Supply

Frequent shutdowns and lack of power stability, are

two facts that pose the following question: are devel-

oping countries ready for solutions designed at devel-

oped ones? The answer is probably no, but we may

adapt these solutions and solve some of these prob-

lems developing alternative technologies. For exam-

ple, one of the most promising solutions to palliate the

electric supply problems is using solar energy.

Solar panels are a good alternative to common

power supply in those regions where shutdowns are

frequent. However we found a new limitation: the

complete shutdown—the number of systems able to

operate with a solar power supply is very small. How-

ever, solar panels may also be used to stabilize the

c&d-LEARNING IMPLEMENTATION ARCHITECTURE Adapting e-learning to Developing Countries

c&d−learning Phases

Solar Pannels PCs reparation Intranet

Communication

Hw1st phase

2nd phase

3rd phase c&d sw

contents

Internet connection

Maintenance training

Satellite dish installation

Figure 2: Detailed c&d-learning Implementation Phases.

power supply. The stabilization of the electric cur-

rent is essential when the entire educational model

depends on a technological infrastructure.

The main drawbacks when using technologies in

development are the major constraints that appear im-

plementing a solution that should be stable over time.

3.1.2 Computer Classrooms and Maintenance

A sustainable solution must be based on the use of

available resources, so before purchasing new com-

puters and other hardware, the analysis of the current

state of the equipment at the University of Ngozi was

carried out (Osin, 1998). The second major limitation

of these countries arose then: outdated hardware—

solution: thin client technology.

These two limitations, problems with the electric

supply and outdated hardware, forced us to design a

different strategy to rebuild the new computer-based

classrooms. Following a thin client approach, out-

dated computers may be reused as terminals. This

solution also allows a fast recovery of user computers

after a power outage (Mart´ınez et al., 2008). Actually

this was our ﬁrst work, computer reparation, selecting

the most powerful computers to be used as servers in

a thin client-based network. The sacriﬁce of a high

performance computer —which in a developed coun-

try would be used as a simple PC

— allows reuse a

number of old computers. The number of terminals

connected to a single server (i.e. number of old com-

puters reused per available server) will depend on the

performance of it. The installation of a thin client-

based solution requires the development of a special

software for the resource sharing between client and

server (Mart´ınez and P´erez, 2008). Communication is

Personal Computer.

accomplished by sending the desktop from the server

to the client, which entails a mandatory network con-

sumption, which will depend on the content displayed

by the client.

3.1.3 Intranet

The main purpose of a local network is to enable a

shared access to Internet for employees and students

at UNG. For general Internet access, the maximum

bandwidth required by the local network is not a crit-

ical parameter (as will be shown later). The band-

width provided by a local network is in any case far

greater than the bandwidth available for Internet. Cur-

rent networking technologies use gigabit connections,

although 100 or 10 Mbps can be found yet. However,

the implemented network is indeed a bottleneck due

thin client technologies (exposed above) that require

signiﬁcant use of network trafﬁc.

3.2 Communication Phase

Developing countries generally do not have a

large deployment of conventional infrastructures for

telecommunications, traditionally implemented by

telephone networks. Non-standard connection tech-

nologies must be used to overcome connection prob-

lem in these countries. For this project with the Uni-

versity of Ngozi we have installed and tested a satel-

lite connection.

3.2.1 Satellite Connection

The use of satellite communication implies some lim-

itations that are important not only from a technical

point of view, but also from an academic perspec-

tive regarding educational content preparation. The

CSEDU 2009 - International Conference on Computer Supported Education

most important characteristic of a satellite connec-

tion is the asynchronous communication, i.e. the

information is sent and received through independent

channels (downstream and upstream). The bandwidth

of the upstream channel (or return channel) is quite

lower than the bandwidth of the downstream channel.

In addition, the return channel is limited by other —

and more important— effect: the latency

All these problems are predictable and known in

advance, but there is an additional problem that can-

not be always controlled: the performance of a satel-

lite connection depends on external factors. Unset-

tled conditions may imply certain instability in the

satellite connection—i.e. weather. The number of

satellite connections in a region also affects these con-

nections; in general, the total bandwidth of a territory

is shared by all the connected users.

3.2.2 Connection Sustainability

It is crucial to guarantee the sustainability of the every

infrastructure deployed in these developments. Other-

wise the whole project will fail. The lack of sustain-

ability in solutions adopted is one of the main causes

of useless cooperation efforts. We included training

for the local team to maintain PCs and intranet infras-

tructures. At this point a similar training process is

necessary for the communication infrastructure.

However, the sustainability related to satellite con-

nections includes an economic component. Satellite

connection should be paid and the local institution

(University) should make sure this payment. In the

University of Ngozi case we encouraged the installa-

tion of a cyber within the campus to collect the satel-

lite connection fee. A viability plan was prepared at

the beginning of the implementation of the project to

guarantee its sustainability.

3.3 Software Phase

Although some software applications have been al-

ready developed in two previous phases, a third and

ﬁnal phase is being carried out which works exclu-

sively adapting and developing a learning platform.

3.3.1 Learning Platform

With several open and available learning platform, ev-

ery day is more difﬁcult to justify the development

of this software from scratch. Free solutions such as

Moodle

are suitable for multiple operating systems

and are backed by a large community—i.e. forums,

Delay to transmit any information.

http://moodle.org/

documentation, updates, etc. Consequently, these so-

lutions can be adapted to every user requirements.

In our case we are currently working to adapt

Moodle to developing countries requirements, opti-

mizing an asynchronous education model with three

new features:

• an automatic content synchronization avoiding

the use of the Internet connection in periods with

high demand of bandwidth (working hours);

• an enhanced off-line courses management system,

• and a new role, the local professor as a content

facilitator to local students.

A learning platform adaptation is needed. First

world countries demand other characteristics from

these software tools and after review the state of the

art, there are none that cover all these issues.

3.3.2 Support Software and Digital Ink

More and more applications are available on the mar-

ket in relation to e-learning support software. Fre-

quently, these tools are referred to as digital ink when

they are used in a live environment, e.g. Classroom

Presenter

(Anderson et al., 2007). The value of these

applications seems fairly interesting for e-learning,

but our experience —mainly in the communication

channel— shows us that this software is still far from

its application in developing countries.

4 CONTENTS ADAPTATION

Two main possibilities may be considered to present

educational content to a group of students:

• using a single device visible by all the students

(e.g. by using a projector) is the ﬁrst approach to

transmit educational contents,

• distributing the content to every student using a

computer-based classroom.

Communication systems based on conferences

cover the ﬁrst option. The second one requires con-

sidering resources available at the institution. This

paper describe a situation that face the former option

together with thin client limitations.

4.1 Conference

Direct communication may be essential for some ed-

ucational activities such as tutoring. Videoconference

is certainly the best solution to transmit information

http://classroompresenter.cs.washington.edu/

c&d-LEARNING IMPLEMENTATION ARCHITECTURE Adapting e-learning to Developing Countries

over long distances, but its requirements do not allow

the use of this technology in several circumstances.

Reduced bandwidth, a connection frequently inter-

rupted or delayed because of network trafﬁc are some

issues that may prevent using videoconferences for

teaching when scenarios with a minimum quality are

required to transmit information properly.

The satellite communication cause the main lim-

itation considered in our situation, i.e. asynchronous

connection, high latency in the return channel, and

shared bandwidth. Therefore, we are compelled to

explore all possible alternatives for communication,

such as teleconference or videoconference described

below.

4.1.1 Teleconference

The minimum technology required for an on-line

communication is teleconference, i.e. a communica-

tion where only audio is transmitted. Even for this

simple communication, problems caused by an asyn-

chronous connection and the delay of the return chan-

nels due to latency must be considered. However, it is

not mandatory that the audio channel is synchronized,

and can be transmitted following just one direction

(the downstream direction). The return channel can

be text-based, e.g. chat. The teleconference can be

easily enhanced using a mixed system where audio is

complemented with images updated by the speaker:

slides, or a webcam picture of the professor among

others.

4.1.2 Videoconference

Videoconferences only requires a higher bandwidth,

so it is also affected by the same problems in com-

munication: synchronization, latency, etc. For exam-

ple, in a satellite communication the videoconference

should be also transmitted in one direction. In fact,

videoconferences are similar to enhanced teleconfer-

ences where images are updated in higher frequen-

cies.

Using this strategy a priority management must

be carried out ensuring audio rather than video, so

the communication should be divided into two dis-

tinct channels. A reduction of bandwidth will cause a

reduction of video quality, but not audio, essential to

understand the communication content.

Nowadays, Google Inc.

offer a free solution with

these two possibilities, teleconference and videocon-

ference, with an acceptable quality, Google Talk. It is

particularly interesting with asyncrhonous communi-

cations between sender and receiver, providing possi-

http://www.google.com/

bilities of sending audio and video only in one direc-

tion, using a written reply for the other direction.

4.1.3 Off-line Courses

When there is no guarantee in sending audio or video,

it is strongly recommended the use of an alternative,

such as the off-line exposure of a subject. This option

is specially interesting in those partnerships where

there is a signiﬁcant time difference, such as in co-

operation between universities in Europe and Latin

America.

4.2 Content Presentation

Educational content adaptation has meet some tech-

nological limitations. For example, a solution based

on thin client technology has remarkable limitations

inherent to its structure, mainly focused on network

usage. This should be also taken into account when

different options for e-learning are considered. For

example, the graphic below (ﬁgure 3) shows two

curves with the bandwidth consumed by thin clients

in different scenarios:

60 120 180 240 300 360 420 480 540 600

Time (seconds)

2000

4000

6000

8000

Bandwidth (kbps)

Video

Web Browser

60 120 180 240 300 360 420 480 540 600

Time (seconds)

2000

4000

6000

8000

Bandwidth (kbps)

Figure 3: Bandwidth consumption in a thin client-based

network.

• In the ﬁrst scenario, the terminal is playing a

video. The bandwidth consumed is shown by a

continuous line, which appears at the top of the

ﬁgure.

• In the other scenario, the terminal is visiting web

sites through a web browser. The consumption is

shown with a dotted line, which can be observed

at the bottom of the ﬁgure.

CSEDU 2009 - International Conference on Computer Supported Education

The difference is quite signiﬁcant suggesting that

video, and multimedia content in general, should not

be included within the information transmitted to ev-

ery student. Since we have assembled computer class-

rooms with low-performance equipment, and the in-

ternal network does not allow the transport of a high

bandwidth, there are some limitations that suggest

some rules to create educational content, such as:

• remove multimedia contents (video, animations,

etc.) to avoid permanent desktop updates consum-

ing the bandwidth,

• slide resolution reduction, i.e. less content by

slide and more slides.

In summary, any bandwidth reduction is an im-

provement in these situations. Specially those related

with unnecessary visual effects.

5 CONCLUSIONS

During many years the survival of universities with

our means at the south depends on the charity of for-

eign professors that travel to these countries to teach.

Depending on help received it may be an unsustain-

able solution, so it is not acceptable.

A number of universities at developing countries

are in a difﬁcult situation for economic problems. E-

learning could be widely used at these universities to

overcome some economic issues. Nevertheless, the

minority of centers that use e-learning in south coun-

tries are the most advanced ones. It is a paradox, but

classical e-learning is not adapted to these countries

due to speciﬁc needs and technical characteristics. E-

learning is oriented to facilitate things to occidental

students with technological possibilities but it is not

oriented to help students without means.

We have proposed(Escudero et al., 2008) a variant

of e-learning adapted to developing countries limita-

tions. In this paper we provide an architecture to im-

plement the so-called c&d-learning. It is a complete

proposal that cover from hardware details to software

adaptation issues or communication infrastructures.

The most important characteristic of these implemen-

tation should be always the sustainability.

Our architecture is backed by our experienceat the

University of Ngozi. Where the two ﬁrst phases have

been completed within TESON project (TESON,

2006) obtaining promising results, and we are cur-

rently working in the third phase in the framework of

the TICAMEN project (TICAMEN, 2008).

ACKNOWLEDGEMENTS

Thanks to the Universidad Polit´ecnica de Madrid

(particularly to the Cooperation for the Development

direction) for its economic and logistic support, and to

the Bishopric of Ngozi and to the University of Ngozi.

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