Zhou Shaocong
ABSTRACT
This study presents the design and development of an online learning and examination system based on a dual-end collaborative architecture that connects students and teachers to enable closed-loop teaching and learning management. The student-facing front end provides end-to-end learning support, including secure authentication, a unified learning interface, course-based video learning, cloud-synchronized note-taking, and online examinations with dynamic test generation and anti-cheating mechanisms. By capturing and analyzing learning behavior data, the system supports an integrated process of learning, practice, testing, and evaluation, helping students monitor their progress and identify areas requiring improvement. The teacher-facing back end features an intelligent management console with four core functions: course release and review, instructional resource management, examination question bank maintenance, and performance analytics. Visualized score analysis, such as course-grade column charts, enables instructors to assess class-wide learning trends, detect abnormal learning behaviors, and enhance instructional decision-making efficiency. However, existing implementations reveal limitations in accurately identifying students’ true learning gaps. Current “weak link” recommendations rely primarily on surface-level behavioral indicators and lack deeper integration of error attribution and cognitive path analysis, resulting in generalized and insufficiently guided learning support. This study addresses these shortcomings by highlighting the need for more advanced learning analytics and diagnostic mechanisms. Overall, the proposed online learning and examination system demonstrates high compliance with the ISO/IEC 25010 software quality standard, particularly in terms of functionality, performance efficiency, compatibility, usability, reliability, security, maintainability, portability, scalability, and overall software quality.
Keywords: ISO standards, dual end collaboration, learning and practice assessment, score bar chart
https://doi.org/10.57180/twsq8058