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@article{163599,
        author = {SANGEETHA T},
        title = {An Overview of E-Learning in Cloud Computing},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {10},
        number = {11},
        pages = {2985-2991},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=163599},
        abstract = {E-Learning is the topic related to the virtualized distance learning by means of electronic communication mechanisms, specifically the Internet. They are based in the use of approaches with diverse functionality (e-mail, Web pages, forums, learning platforms, and so on) as a support of the process of teaching-learning. The Cloud Computing environment rises as a natural platform to provide support toe-Learning systems and also for the implementation of data mining techniques that allow to explore the enormous data bases generated from the former process to ex- tract the inherent knowledge, since it can be dynamically adapted by providing a scalable system for changing necessities along time.
In this contribution, we give an overview of the current state of the structure of Cloud Computing for applications on e-learning. We provide details of the most common infrastructures that have been developed for such a system, and finally we present some examples of e-learning approaches for Cloud Computing that can be found in the specialized literature.
The Electronic Learning, better known as E-Learning, is defined as an Internet- enabled learning. Components of e-Learning can include content of multiple for- mats, management of the learning experience, and an online community of learners, content developers and experts. The study summarized the main advantages, which include flexibility, convenience, easy accessibility, consistency and its repeatability. With Information Technologies (IT), there is a growing trend regarding the re- search and exploitation of this kind of e-Learning platforms. There exist several initiatives at different educative levels, from which some examples are the Khan Academy1, the Virtual Learning Center of Granada University (CEVUG-UGR) the Open University of Catalonia, the MIT Open Course Ware, or the “Free Online Course” of the Stanford University.
The virtual courses that are supported by the e-Learning approach favors the achievement of a higher impact for the educative framework than those of theclassical attendance group. As an example, in the first edition of the “Machine Learning” course of Stanford2 more than 160,000 worldwide students were registered. These dimensions affect different issues; on the one hand, the infrastructure provisions that are necessary to give a concurrent service for that number of students clearly exceed the capabilities of a conventional web server. Furthermore, the demand of the teaching resources usually varies in a dynamic and very quick way, and presents high peaks of activity. To attend requests during these periods of time without other system services to be resented, it will be necessary to prepare a quite superior infrastructure than that required for the regular working of the learning institution. An alternative would be to provide those services depending on the demand and only paying for the resources that are actually used. The answer to these necessities is the Cloud Computing environment.
Cloud Computing [3, 18] is a computation paradigm in which the resources of an IT system are offered as services, available to the users through net connections, frequently the Internet. It is a model of provision of IT services offered through a catalog that answers to the necessities of the user in a flexible and adaptive way, only billing for the actual usage that is made. Therefore, two of the distinctive features of this paradigm are, on the one hand, the use of resources under demand and, on the other hand, the transparent scalability in such a way that the computational resources are assigned in a dynamical and accurate manner when they are strictly necessary, without the requirement of a detailed understanding of the infrastructure from the user’s point of view.
With these characteristics, the Cloud platforms arise as accurate alternatives to traditional computer centers. They represent a significate alternative versus the acquisition and maintenance of the computer centers.
Additionally, the e-learning platforms of the large dimensions which wementioned above generate extensive registers of interaction among students-platform- teachers. These data bases contain significate information not defined in a precise way. Data Mining techniques must be applied to extract this information [23, 17]. Therefore “Educational Data Mining”3 comes up, being this a discipline whose object of interest is the development of new methodologies to explore the data that are generated in the activity of the educational systems (mainly those with a technological base) and the application of such methods to achieve a better understanding of the behavior of the students, and how to design procedures and material that ease the learning process. 
In clear connection with this process we may find the Intelligent Tutoring Sys- tems4 which are computer-based systems to support the teaching-learning process. Usually, they are intelligent systems able to drive the learning process of the student providing him/her feedback based on the progress of the student and the results of periodical tests. The process of “Educational Data Mining” interacts with anIntelligent Tutoring System by extending and refining its knowledge base. Considering the dimensions and growing capacity of the computational resources (stable storage, memory and CPUs) a Cloud platform is also a natural structure for the implementation of data mining techniques and their application to growing data-sets (Big Data). However, many of the data mining techniques do not have an adequate scalability. This is an aspect that grows in importance and that have attracted the interest of researchers and companies.
In order to overview all these aspects, this contribution is arranged as follows. In Section 2 we introduce the main concepts on Cloud Computing, including itsinfrastructure and main layers. Next, Section 3 presents the features of the e-Learning approach, stressing the advantages of the migration of such a system to a Cloud Computing environment and showing some examples of real applications of this kind. Finally, the main concluding remarks are given in Section 4.},
        keywords = {},
        month = {January},
        }