Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

Design of an E-Learning Resource Allocation Model from

the Perspective of Educational Equity
https://doi.org/10.3991/ijet.v17i03.29425

Caiyan Jiang
College of Humanities, Yantai Nanshan University, Yantai, China
[email protected]

Abstract—Nowadays, e-learning and ubiquitous learning have been very

common learning methods. Considering the increasing importance of e-learning
in public education, it is very necessary to analyze and study the current situation
of e-learning resource allocation, as it will provide useful reference for the pro-
motion of educational equity and rational allocation of educational resources
across China. However, there have only been a few quantitative and practical
studies on the balanced allocation of e-learning resources. To this end, taking
English education as an example, this paper designed an e-learning resource al-
location model from the perspective of education equity. First, a resource alloca-
tion model of e-learning resources was constructed, and the e-learning resource
access request allocation and e-learning resource allocation methods were de-
scribed in detail. Then, the e-learning resource allocation framework was con-
structed, and the e-learning resource allocation strategy was given from the per-
spective of education equity. The experimental results prove that the proposed e-
learning resource allocation model can effectively avoid wasting resources and
realize rational distribution of, efficient access to and extensive sharing of re-
sources.

Keywords—education equity, learning resources, e-learning, allocation of edu-

cational resources

1 Introduction

In actual educational practice, fair education demands rational allocation of oppor-

tunities and resources and good education quality. It is directly related to the specific
implementation of public education [1-5]. Rational allocation of learning resources
plays a very important role in safeguarding people’s rights to education and improving
the quality of education; in other words, people’s rights to education should not be dif-
ferentiated due to the unbalanced allocation of learning resources. This is also the com-
mon goal pursued by education and teaching systems at different levels [6-9]. Nowa-
days, with the emergence of various forms of learning resource services such as online
learning and network resource libraries, e-learning and ubiquitous learning have be-
come common learning methods for learners [10-14]. Considering the increasing im-

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

portance of e-learning in public education, it has become relevant whether the e-learn-
ing resources, which contain massive amount of reference and learning materials, can
be allocated in a rational and balanced manner [15-23]. Therefore, it is very necessary
to analyze and study the current situation of e-learning resource allocation from the
perspective of education equity, so as to provide useful reference for the promotion of
educational equity and rational allocation of educational resources nationwide.
Wei et al. [24] adopted digital technology to analyze and manage dance learning
resources, and on this basis, improved the understanding and reuse of such resources.
It efficiently integrated relevant digital resources based on subjects and formed a set of
resources covering various materials, which greatly improved the utilization rate of
dance learning resources and realized “3D” dance teaching. Considering the problems
in use of the traditional file system to manage the massive resources in e-teaching sys-
tems, such as the availability, scalability of the file system, reliability of data transmis-
sion and file read and write performance, Chen et al. [25] studied several distributed
file systems that are frequently applied at present, and proposed a new storage archi-
tecture model based on distributed file system by taking into account the characteristics
of teaching resources, which proved able to improve the performance and reliability of
e-teaching systems. In view of the current distributed resource search in the education
field, Jin et al. [26] proposed the concept of personalized search based on consumers’
interests and designed a model for personalized interest analysis and personalized re-
source search. It also proposed a self-learning algorithm for information search and
filtering, which can help educational resource distribution centers achieve intelligent
management. A major breakthrough in modern education is the use of Internet technol-
ogy in teaching. With its rich teaching resources and user-friendly interactions, online
teaching has been considered as the preferred auxiliary teaching method by more and
more colleges and universities. Xiao and Wang [27] introduced the concept of 3D
online teaching resources, and proposed a teaching resource grid system model based
on multi-agent distributed expert system, which realized the global integration and shar-
ing of online resources and teaching resources through the grid technology.
So far, there has been some progress in the research on education equity and the
theoretical research on the specific allocation of learning resources, but there has been
little quantitative and practical research on the balanced allocation of e-learning re-
sources, and little attention has been paid to the optimization and design related to the
creation, use and sharing of e-learning resources. In order to effectively avoid the waste
of resources and achieve rational distribution of, efficient access to and extensive shar-
ing of resources, this paper took English education as an example and designed an e-
learning resource allocation model from the perspective of education equity. Section 2
of this paper constructs the e-learning resource allocation model and describes in detail
the e-learning resources access request allocation and e-learning resource allocation
methods, so as to achieve standardized and balanced management of the resource pool
containing massive e-learning resources. Section 3 builds the e-learning resource allo-
cation framework, and gives the e-learning resource allocation strategy from the per-
spective of education equity. The experimental results verify the feasibility of the pro-
posed e-learning resource allocation model.

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

2 Resource access request allocation and resource allocation

There are great differences in the time and content of the access requests for e-learn-
ing resources sent by different learners to the e-learning platform. Take English learn-
ing as an example. Online English learning resources can be divided into primary
school, junior high school and senior high school English materials by grade of the
learners, dictation training, situational conversation, words memorizing and daily Eng-
lish learning by learning mode, and CET6, TEM4, TEM8, NETEM and TOEFL by
English test type. How to impose standardized and balanced management on the mas-
sive e-learning resources to achieve the rational distribution and extensive sharing of
resources is the key to solving the research problem.
The resource allocation model based on massive e-learning resources consists of four
subsystems – resource access request partitioning, resource access request coding, tar-
get resource division, and target resource coding. Figure 1 presents the model architec-
ture. Through partitioning and coding, a queue of several resource access request tasks
with fixed priorities can be generated. The ultimate goal of the model is to reasonably
allocate the resource access requests to the resources, so as to achieve efficient match-
ing of resource access requests with specific target resources and optimize the utiliza-
tion rate of e-learning resources under the context of education equity.

E-learning resource pool

Various e-learning resources

Output of the
Division of e-learning
learning
resources
resource
recommendation
result or access Coding of e-learning
authorization Resource resources
access request
allocation and
Allocation strategy
learning
resource
allocation Coding of resource access
Resource access request tasks
request tasks
completed Partitioning of resource
access request tasks

Resource access requests

Learners

Fig. 1. E-learning resource allocation model

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

2.1 Resource access request allocation

Suppose the j-th sub-request Oi,j of the i-th resource access request is divided into
several sub-requests O'i,j executed in parallel, and the corresponding level of parallelism
is represented by ODi,j, then its value assignment is carried out according to Eq.(1):

0, Scenario 1
ODi , j  
l , Scenario 2 (1)

In the value assignment scenario 1 of ODi,j, there are no sub-requests executed in

parallel, and the requests are executed in the queue order of the requested tasks. In
Scenario 2, there are l sub-requests executed in parallel, and the requests are executed
in the parallel mode.
For the j-th sub-request of the i-th resource access request, the CPU, memory and e-
learning resources storage requirements for the e-learning resource allocation system
of the e-learning platform and the requirements for application resources including soft-
ware and e-learning resource pool can be characterized by the e-learning resources de-
mand OSi,j, and Eq.(2) gives its specific description:

OSi , j  OPEi , j , OZDVi , j , ONRi , j , OEZi , j , OXDDi , j  (2)

For the j-th sub-request of the i-th resource access request, the value of OPEi,j can
be either 0 or 1. If the resource access request needs to be executed in the Windows
operating system environment, OPEi,j=0; and if it needs to be executed in the Linux
operating system environment, OPEi,j=1.
For the j-th sub-request of the i-th resource access request, the application resource
requirement OXDDi,j in its OSi,j contains several specific application resources:

OSi , j  OXDDi , j ,1 , OXDDi , j ,2 , OXDDi , j ,3 ,..., OXDDi , j ,e  3)

After the application resources required by all resource access requests are gathered
and the duplicate application resources are eliminated, the actual set of application re-
sources required SOBDR can be obtained, which contains d types of application re-
source requirements. This set is characterized by Eq. (4):

SOBDR  SOBDR1 , SOBDR2 , SOBDR3 ,..., SOBDRd  (4)

For the j-th sub-request of the i-th resource access request, its life cycle state OZi,j
has a total of 6 values – 0, 1, 2, 3, 4 and 5, corresponding to validation of the resource
access request, waiting of the resource access request, pre-allocated resources for the
resource access request, execution of the resource access request, termination of the
resource access request and the execution failure of the resource access request, respec-
tively. If the resource access request Oi has n sub-requests, Eq. (5) shows the expression
of its total resource demand sequence SOEi,n:

SOEi ,e  OSi ,1 , OSi ,2 , OSi ,3 ,..., OSi , n  (5)

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

The ZDV requirement SOZDVi,n of Oi is expressed as Eq.(6):

n
SOZDVi , n   OZDVi , j (6)
j 1

The memory requirement SONRi,n of Oi is expressed as Eq.(7):

n
SONRi , n   ONRi , j (7)
j 1

The e-learning resources storage requirement SOEZi,n of Oi is expressed as Eq.(8):

n
SOEZi , n   OEZi , j (8)
j 1

The application resource capacity SOXDDi,n owned by n sub-requests of Oi is ex-

pressed as follows:

 
SOXDDi , n  n, 0, 0,...,0 (9)
 d 1个 0 

The total duration for the execution of Oi is denoted as OROi,n. Through the above
analysis, the attributes of the sub-request Oi in the resource access request set before
the allocation of the resource access requests to the e-learning resources can be de-
scribed in detail as follows: Oi,j={ODi,j,OSi,j,OROi,j,OZi,j}.

2.2 Resource allocation

In this paper, it is assumed that the e-learning resource allocation system of the e-
learning platform maps the e-learning resources stored in the server to the virtual ma-
chine layer and executes the resource access request tasks of the learners based on the
mature virtualization technology. Therefore, under the context of education equity, the
e-learning resource allocation should be implemented in the application layer and re-
source layer of the resource allocation model.
Let the resource allocation feature set of the virtual machine UNi,j be represented by
Si,j={ZDVi,j, NRi,j, EZi,j, XDDi,j, SEi,j, GSi,j}, corresponding to the CPU, memory, e-learn-
ing resources storage capacity, application resources, running status and failure rate of
the server, respectively.
For the j-th resource allocation node of the i-th e-learning resource pool, ZDVi,j con-
sists of the share of the CPU ZDVXi,j and the number of processors ZDVYi,j, the former
being used to represent the size of the CPU resources used by the resource allocation
node, and the latter being used to increase the processing speed of the processors:

ZDVi , j  ZDVX i , j , ZDVYi , j  (10)

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

For the j-th resource allocation node of the i-th e-learning resource pool, Eq. (11)
describes in detail XDDi,j,e(e[k,E]) that can allocate E application resources:

XDDi , j   XDDi , j ,1 , XDDi , j ,2 , XDDi , j ,3 ,..., XDDi , j , e  (11)

After the application resources required by all resource allocation nodes are gathered
and the duplicate application resources are eliminated, the actual set of application re-
sources required TOBDR can be obtained, which contains the application resources cor-
responding to w types of resource allocation nodes. This set is characterized by Eq.
(12):

TOBDR  TOBDR1 , TOBDR2 , TOBDR3 ,..., TOBDRw  (12)

The running state SEi,j of the j-th resource allocation node in the i-th e-learning re-
source pool also has two values: 0 and 1. If the resource allocation node is available,
SEi,j=0; and if it is unavailable, SEi,j=1. The specific description is as follows:

1,Unavailable
SEi , j   (13)
0, Available

Assuming that the i-th e-learning resource pool SDi contains e virtual machine e-
learning resource allocation nodes, then:

SDi  UNi ,1 ,UNi ,2 ,UNi ,3 ,...,UNi ,e  (14)

The sequence SZEi,e of the resources owned by SDi can be expressed by Eq.(15):

SZDi ,e  Si ,1 , Si ,2 , Si ,3 ,..., Si , e  (15)

The total CPU value SZDVXi,e available for allocation of SDi is expressed as:
e
SOZDVX i , n   ZDVX i , j (16)
j 1

The memory capacity of SNRi,e available for allocation of SDi is expressed as:
e
(17)
SNRi , e   NR
j 1
i, j

The e-learning resource storage capacity SEZi,e available for allocation of SDi is ex-
pressed as:
e
SEZi ,e   EZi , j (18)
j 1

The application resource capacity SXDDi,e available for allocation of SDi is ex-
pressed as:

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

  (19)
SXDDi ,e  e, 0, 0,..., 0
 w 1 

Suppose that the maximum capacity of the virtual machine used is represented by
MaxSi,e, that the minimum capacity by MaxSi,e, and that the number of virtual machines
owned by the n-th resource pool by p. Eq.(20) and Eq.(21) are respectively the expres-
sions of MaxSi,e and MaxSi,e of all virtual machines in N resource pools:

MaxS  Max MaxS1, p , MaxS2, p ,..., MaxSn, p  (20)

MinS  Min MinS1, p , MinS2, p ,..., MinSn, p  (21)

When the resource access requests are being executed, the resource allocation nodes
allocate the reserved values of CPU, memory, and e-learning resource storage of each
virtual machine with the e-learning resource pool as the unit, and the load balancing of
the e-learning resource access requests is achieved through the distributed resource
scheduling DRS, a functional component of vSphere Cluster.
Assuming that the current virtual machine UNi,l is about to allocate e-learning re-
sources and is expected to execute the sub-request Oj,n of the resource access request
within a certain period of time, Eq.(22) gives the condition that the reserved value of
CPU SZDVi,l of the l-th virtual machine in the i-th resource pool needs to meet:

SZDVi ,l  ZDVi ,l  OZDV j , n (22)

The condition that the reserved value of memory SNRi,l of the l-th virtual machine in
the i-th resource pool needs to satisfy is as follows:

SNRi ,l  NRi ,l  ONR j , n (23)

The condition that the reserved value of storage SEZi,l of the l-th virtual machine in
the i-th resource pool needs to satisfy is as follows:

SEZi ,l  EZi ,l  OEZ j , n (24)

After SZDVi,l, SNRi,l and SEZi,l of the virtual machine are set, on condition that the
virtual machine is able to respond to normal resource access requests, the distributed
resource scheduling DRS will transfer the reserved e-learning resources to virtual ma-
chines with high resource requirements to ensure the load of e-learning resources in the
resource pool is balanced.

3 Resource allocation framework and allocation process

From the perspective of education equity, the e-learning resource allocation frame-
work consists of the following components: the resource access request load agent, rep-
resented by Q, the resource access request load agent vector, represented by q={q1, q2,

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

..., qm}, the specific e-learning resources, represented by RT, and the n types of learning
resources that can be managed and controlled by the underlying hardware agent, repre-
sented by T={t1,t2,...,tn}, the push service cost of e-learning resources, represented by
JG, and the vector of service cost, represented by UNX.
Then, the e-learning resource allocation from the perspective of education equity can
be transformed into the process of solving an allocation ratio matrix A of n types of
learning resources. A can be regarded as a resource allocation scheme. Assuming that
the proportion of tj used by qi is represented by aij, the set of feasible solutions A com-
posed of all possible a is given in Eq. (25):

 m

A  a | 0  aij  1, 0   aij  1 (25)
 i 1 

Rewrite the matrix A into the form of a row vector, which is AT=(a1, a2, ...am), and
let the resource use vector of qi be represented by ai=(ai1,ai2,...ain), and then there is:

 ZDV NR EZ 
 UN a11 a12 a1n 
 1
UN 2 a21 a22 a2 n  (26)
 
 
UN m an1 am 2 amn 

There is a certain correlation between the learners’ satisfaction with the quality of
the e-learning resources push services for their different resource access requests and
the proportion of e-learning resources effectively used by learners. Therefore, a utility
function Gi(ai1,ai2,..., ain) was constructed in this paper to characterize learners’ satis-
faction with the e-learning resources.
The constructed utility function can be expressed as Gi(ai)=μ1azi1i1 +μ2azi2i2 +...+μnazi-
in. When 0≤zij≤1, the utility function is a monotonic concave function. From the ex-
n

pression of Gi(ai), it can be seen that the key to improving learners’ satisfaction with
the e-learning resources push services is to achieve a balance between different e-learn-
ing resources. Simply increasing the use ratio of a certain type of learning resources is
not enough to achieve the desired education equity.
Assuming that the total utility function of the e-learning resource allocation scheme
a is represented by Q(a), there is:
n
Q  a    Gi  ai  (27)
i 1

When Q(a) reaches the maximum, its corresponding solution amax is the optimal so-
lution to the allocation of e-learning resources for the system. The constraints are as
follows: 1) aiA; 2) Hi(JG)=Gi(ai)-JGaTi is satisfied for each qi; 3) For any tj there is:
m

a
i 1
ij 1 (28)

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

Only when the constraints shown in Eq. (28) are satisfied at the same time, is ai in a
balanced state in the e-learning resource push service cost vector JG. Further, the bal-
anced state of e-learning resource allocation can be defined as the situation where the
resource allocation scheme is feasible, each qi has obtained the maximum utility with
JG, and each type of learning resources has been fully utilized.
The e-learning resource allocation strategy from the perspective of education equity
is to first optimize the resource access requests and the specific e-learning resources
according to a certain strategy, and then achieve the allocation of resource access re-
quests and e-learning resources through matching and mapping, as shown in Figure 2.
The specific process is described as follows:

─ Step1: The e-learning resource allocation system receives the e-learning resources
access requests from the learners, and performs task analysis;
─ Step2: Based on the partitioning strategy, it completes the partitioning of e-learning
resources access request tasks;
─ Step3: The system encodes the e-learning resources access request tasks by reference
to the priorities of task execution, and insert them into the resource access request
task pool to form a queue of tasks to be executed;
─ Step4: Based on the allocation strategy, the system matches the e-learning resource
requirements for the tasks to be executed, and enables the resource allocation nodes
that meet the requirements for resource allocation;
─ Step5: The system outputs the learning resource recommendation results or author-
izes access to these resources.

Learners Learners 1 Learners 2 Learners 3

Submission of resource access requests

Analysis of resource
Management of
access requests
resource access
Partitioning of resource requests
access requests
E-learning resource configuration system

Set of
resource
access O1 O2 O3 O4 O5 On
requests

Resource
allocation
Set of e-
learning SD1 SD2 SD3 SD4 SD5 SDe
resources

E-learning resource management

Fig. 2. E-learning resource allocation strategy from the perspective of education equity

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

4 Experimental results and analysis

In this paper, the information of learning resources on highly-visited online English

learning websites were manually collected, which involves two types - course learning
resources and auxiliary test resources. Course learning resources include online open
courses, courseware, images, videos, audios and animations; and auxiliary test re-
sources include test questions, test papers, case analysis, FAQs and associated litera-
tures and catalogue indexes of other resources. Online English learning websites in-
clude primary and secondary school English education, pre-school English education,
vocational English education, higher English education, English examinations and cer-
tificate tests, national entrance test of English for MA/MS candidates (NETEM), Eng-
lish training for overseas studies, and English essay writing.
From Tables 1 and 2, it can be seen that the amounts and distributions of e-learning
resources are different on different types of online English learning websites. There are
more e-learning resources on the websites of higher English education, English exam-
ination and certificate tests, NETEM, and English training for overseas studies, and
fewer on those of vocational English education and primary and secondary school Eng-
lish education. Judging from the types of resources, there are more e-learning resources
in the forms of images, videos, test questions and test papers, and fewer in the forms of
online open courses, FAQs and animations.
Figure 3 and Figure 4 respectively show the resource capacity of nodes before and
after the allocation by the proposed resource allocation model. According to the results
shown in these figures, before the proposed resource allocation model was used, the e-
learning resource allocation system allocated resources randomly, and since the capac-
ities of e-learning resource nodes are quite different, each resource allocation node had
a different share of storage and transmission. After the proposed resource allocation
model was used, the system chose the most appropriate resource allocation nodes ac-
cording to the priorities of resource access requests, which ensured that the e-learning
resource storage and transmission percentages of the resource allocation nodes corre-
sponding to the load of each resource access request are relatively balanced, and that
the situation where some resource allocation nodes are fully occupied and other nodes
are idle would not happen due to the differences between nodes in e-learning resource
capacity. This shows that the proposed resource allocation model can effectively im-
prove the unbalanced load of e-learning resource access requests.

Table 1. Allocation of course learning resources on different types of Online English learning
websites
Online open
Courseware Image Video Audio Animation Total
course
Primary and secondary
1 21 1528 615 182 7 9275
school English education
Preschool English education 3 1 1142 18 253 162 13261
Vocational English education 1 1 2 1 1 6 13284
Higher English education 4 527 2375 162 415 8 21138

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

English exams and certificate

1 2 1428 12 25 4 8152
tests
NETEM 1 182 1027 126 362 115 13725
English training for overseas
1 1 628 182 1748 362 12483
studies
English essay writing 2 135 685 41 13 2 19284
Other websites 2 14 825 548 928 7 8849
Total 528 2294 17485 3625 4821 1329 194857

Table 2. Allocation of auxiliary test resources on different types of online English learning
websites
Test Test Case Associated Catalogue indexes
FAQs Total
questions papers analysis literatures of other resources
Primary and secondary
148 216 2 1 924 1529 9275
school English education
Preschool English educa-
326 31 2 1 8729 1046 12817
tion
Vocational English edu-
7 174 1 33 1829 95 13284
cation
Higher English education 1231 2340 322 42 7585 8529 13261
English exams and certif-
1202 1456 447 26 2519 428 6382
icate tests
NETEM 333 421 132 146 7218 13 13725
English training for over-
755 563 85 26 4518 1629 23975
seas studies
English essay writing 251 114 8 36 3759 674 8152
Other websites 24 1472 58 26 1528 452 8849
Total 3528 6318 294 297 68594 36284 194857

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

Fig. 3. Resource transmission capacity before resource allocation

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

Fig. 4. Resource transmission capacity after resource allocation

Figures 5 and 6 show the variation curves of the amount of redundant resources and
resource transmission overheads with different sizes of resource pools. It can be seen
that, with the same resource pool size, the amount of redundant resources generated by
the proposed resource allocation model was reduced by nearly 1/3 compared with that
before the proposed model was used, and that the transmission overhead of e-learning
resources was obviously better than that before the proposed model was used, indicat-
ing that the proposed model can effectively avoid wastes of resources, achieve rational
distribution of resources and allow efficient access to and sharing of e-learning re-
sources.

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

Fig. 5. Variation curve of the amount of redundant resources with different sizes of resource
pools

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

Fig. 6. Variation curve of resource transmission overhead with different sizes of resource pools

5 Conclusions

Taking English education as an example, this paper designed an e-learning resource

allocation model from the perspective of education equity. It constructed the e-learning
resource allocation model and e-learning resource allocation framework and described
in detail the methods to allocate e-learning resource access requests and e-learning re-
sources. At last, it gave the e-learning resource allocation strategy from the perspective
of education equity. The experimental results and analysis section summarized the
course learning resources and auxiliary test resources allocated on different types of
online English learning websites, and compared the resource transmission capacities of
nodes before and after the proposed resource allocation model was used, which proves
that the proposed resource allocation model can effectively improve the problem of
unbalanced load of network resource access requests. The variation curves of the
amount of redundant resources and resource transmission overheads with different sizes
of resource pools were drawn, proving that the proposed e-learning resource allocation
model can effectively avoid wasting resources and realize rational distribution of, effi-
cient access to and extensive sharing of resources.

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Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

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7 Author

Caiyan Jiang was born on 21th, December 1983 in Longkou City, Shandong Prov-
ince, China. She received B.A. degree of English from Qiqihaer University in 2006.
She started her teaching career in July, 2006 in Department of Public Foreign Language
Teaching, Yantai Nanshan University Since 2006. She has authored more than 10 pa-

66 http://www.i-jet.org
Paper—Design of an E-Learning Resource Allocation Model from the Perspective of Educational Equity

pers in English teaching and literature. She has participated to compile several text-
books and authored a book Innovation and Practice of Independence English Learning
in the Internet Environment and a CSCD paper of Effectiveness of English Classroom
Teaching Reform in Cross-cultural Context in Evaluation of English Education and
Teacher Education.

Article submitted 2022-01-05. Resubmitted 2021-02-10. Final acceptance 2022-02-11. Final version pub-
lished as submitted by the author.

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