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Friday, September 4, 2020

Nonprofit organization

From Wikipedia, the free encyclopedia
 
A nonprofit organization (NPO), also known as a non-business entity, not-for-profit organization, or nonprofit institution, is an organization traditionally dedicated to furthering a particular social cause or advocating a shared point of view. In economic terms, it is an organization using the surplus of its revenues to further its objective, rather than distributing its income to the organization's shareholders, leaders, or members. Being public extensions of a nation's revenue department, nonprofits are tax-exempt or charitable, meaning they do not pay income tax on the money that they receive for their organization. They can operate in religious, scientific, research, or educational settings.

The key aspects of nonprofits are accountability, trustworthiness, honesty, and openness to every person who has invested time, money, and faith into the organization. Nonprofit organizations are accountable to the donors, founders, volunteers, program recipients, and the public community. Public confidence is a factor in the amount of money that a nonprofit organization is able to raise. The more nonprofits focus on their mission, the more public confidence they will have, and as a result, more money for the organization. The activities a nonprofit is partaking in can help build the public's confidence in nonprofits, as well as how ethical the standards and practices are.

Statistics in the United States

According to the National Center for Charitable Statistics (NCCS), there are more than 1.5 million nonprofit organizations registered in the United States, including public charities, private foundations, and other nonprofit organizations. Private charitable contributions increased for the fourth consecutive year in 2017 (since 2014), at an estimated $410.02 billion. Out of these contributions, religious organizations received 30.9%, education organizations received 14.3%, and human services organizations received 12.1%. Between September 2010 and September 2014, approximately 25.3% of Americans over the age of 16 volunteered for a nonprofit.

Mechanism of money-raising

Nonprofits are not driven by generating profit, but they must bring in enough income to pursue their social goals. Nonprofits are able to raise money in different ways. This includes income from donations from individual donors or foundations; sponsorship from corporations; government funding; programs, services or merchandise sales; and investments. Each NPO is unique in which source of income works best for them. With an increase in NPO's within the last decade, organizations have adopted competitive advantages to create revenue for themselves to remain financially stable. Donations from private individuals or organizations can change each year and government grants have diminished. With changes in funding from year to year, many nonprofit organizations have been moving toward increasing the diversity of their funding sources. For example, many nonprofits that have relied on government grants have started fundraising efforts to appeal to individual donors.

Challenges

NPO's challenges primarily stem from lack of funding. Funding can either come from within the organization, fundraising, donations, or from the federal government. When cutbacks are made from the federal government, the organization suffers from devolution. This term describes when there is a shift of responsibility from a central government to a local, sub-national authority. The shift is due to the loss of funds; therefore, resulting in changes of responsibilities in running programs. Because of this frequent challenge, management must be innovative and effective in the pursuit of success.

Nonprofit vs. not-for-profit

Nonprofit and not-for-profit are terms that are used similarly, but do not mean the same thing. Both are organizations that do not make a profit, but may receive an income to sustain their missions. The income that nonprofit and not-for-profit organizations generate is used differently. Nonprofit organizations return any extra income to the organization. Not-for-profits use their excess money to pay their members who do work for them. Another difference between nonprofit organizations and not-for-profit organizations is their membership. Nonprofits have volunteers or employees who do not receive any money from the organization's fundraising efforts. They may earn a salary for their work that is independent from the money the organization has fundraised. Not-for-profit members have the opportunity to benefit from the organization's fundraising efforts.

In the United States, both nonprofits and not-for-profits are tax-exempt under IRS publication 557. Although they are both tax-exempt, each organization faces different tax code requirements. A nonprofit is tax-exempt under 501(c)(3) requirements if it is either a religious, charitable, or educational based organization that does not influence state and federal legislation. Not-for-profits are tax-exempt under 501(c)(7) requirements if they are an organization for pleasure, recreation or another nonprofit purpose.

Nonprofits are either member-serving or community-serving. Member-serving nonprofit organizations create a benefit for the members of their organization and can include but are not limited to credit unions, sports clubs, and advocacy groups. Community-serving nonprofit organizations focus on providing services to the community either globally or locally. Community-serving nonprofits include organizations that deliver aid and development programs, medical research, education, and health services. It is possible for a nonprofit to be both member-serving and community-serving.

Management

A common misconception about nonprofits is that they are run completely by volunteers. Most nonprofits have staff that work for the company, possibly using volunteers to perform the nonprofit's services under the direction of the paid staff. Nonprofits must be careful to balance the salaries paid to staff against the money paid to provide services to the nonprofit's beneficiaries. Organizations whose salary expenses are too high relative to their program expenses may face regulatory scrutiny.

A second misconception is that nonprofit organizations may not make a profit. Although the goal of nonprofits isn't specifically to maximize profits, they still have to operate as a fiscally responsible business. They must manage their income (both grants and donations and income from services) and expenses so as to remain a fiscally viable entity. Nonprofits have the responsibility of focusing on being professional, financially responsible, replacing self-interest and profit motive with mission motive.

Though nonprofits are managed differently from for-profit businesses, they have felt pressure to be more businesslike. To combat private and public business growth in the public service industry, nonprofits have modeled their business management and mission, shifting their raison d’être to establish sustainability and growth.

Setting effective missions is a key for the successful management of nonprofit organizations. There are three important conditions for effective mission: opportunity, competence, and commitment.

One way of managing the sustainability of nonprofit organizations is to establish strong relations with donor groups. This requires a donor marketing strategy, something many nonprofits lack.

Functions

NPOs have a wide diversity of structures and purposes. For legal classification, there are, nevertheless, some elements of importance:
  • Management provisions
  • Accountability and auditing provisions
  • Provisory for the amendment of the statutes or articles of incorporation
  • Provisions for the dissolution of the entity
  • Tax statuses of corporate and private donors
  • Tax status of the founders.
Some of the above must be (in most jurisdictions in the USA at least) expressed in the organization's charter of establishment or constitution. Others may be provided by the supervising authority at each particular jurisdiction. 

While affiliations will not affect a legal status, they may be taken into consideration by legal proceedings as an indication of purpose. Most countries have laws that regulate the establishment and management of NPOs and that require compliance with corporate governance regimes. Most larger organizations are required to publish their financial reports detailing their income and expenditure publicly. 

In many aspects, they are similar to corporate business entities though there are often significant differences. Both not-for-profit and for-profit corporate entities must have board members, steering-committee members, or trustees who owe the organization a fiduciary duty of loyalty and trust. A notable exception to this involves churches, which are often not required to disclose finances to anyone, including church members.

Formation and structure

In the United States, nonprofit organizations are formed by filing bylaws or articles of incorporation or both in the state in which they expect to operate. The act of incorporation creates a legal entity enabling the organization to be treated as a distinct body (corporation) by law and to enter into business dealings, form contracts, and own property as individuals or for-profit corporations can.

Nonprofits can have members, but many do not. The nonprofit may also be a trust or association of members. The organization may be controlled by its members who elect the board of directors, board of governors or board of trustees. A nonprofit may have a delegate structure to allow for the representation of groups or corporations as members. Alternatively, it may be a non-membership organization and the board of directors may elect its own successors. 

The two major types of nonprofit organization are membership and board-only. A membership organization elects the board and has regular meetings and the power to amend the bylaws. A board-only organization typically has a self-selected board and a membership whose powers are limited to those delegated to it by the board. A board-only organization's bylaws may even state that the organization does not have any membership, although the organization's literature may refer to its donors or service recipients as 'members'; examples of such organizations are FairVote and the National Organization for the Reform of Marijuana Laws. The Model Nonprofit Corporation Act imposes many complexities and requirements on membership decision-making. Accordingly, many organizations, such as the Wikimedia Foundation, have formed board-only structures. The National Association of Parliamentarians has generated concerns about the implications of this trend for the future of openness, accountability, and understanding of public concerns in nonprofit organizations. Specifically, they note that nonprofit organizations, unlike business corporations, are not subject to market discipline for products and shareholder discipline of their capital; therefore, without membership control of major decisions such as the election of the board, there are few inherent safeguards against abuse. A rebuttal to this might be that as nonprofit organizations grow and seek larger donations, the degree of scrutiny increases, including expectations of audited financial statements. A further rebuttal might be that NPOs are constrained, by their choice of legal structure, from financial benefit as far as distribution of profit to members and directors is concerned.

Tax exemption

In many countries, nonprofits may apply for tax-exempt status, so that the organization itself may be exempt from income tax and other taxes. In the United States, to be exempt from federal income taxes, the organization must meet the requirements set forth in the Internal Revenue Code. Granting nonprofit status is done by the state, while granting tax-exempt designation (such as 501(c)(3)) is granted by the federal government via the IRS. This means that not all nonprofits are eligible to be tax-exempt. NPOs use the model of a double bottom line in that furthering their cause is more important than making a profit, though both are needed to ensure the organization's sustainability.

By jurisdiction

Australia

In Australia, nonprofit organizations include trade unions, charitable entities, co-operatives, universities and hospitals, mutual societies, grass-root and support groups, political parties, religious groups, incorporated associations, not-for-profit companies, trusts and more. Furthermore, they operate across a multitude of domains and industries, from health, employment, disability and other human services to local sporting clubs, credit unions, and research institutes. A nonprofit organization in Australia can choose from a number of legal forms depending on the needs and activities of the organization: co-operative, company limited by guarantee, unincorporated association, incorporated association (by the Associations Incorporation Act 1985) or incorporated association or council (by the Commonwealth Aboriginal Councils and Associations Act 1976). From an academic perspective, social enterprise is, for the most part, considered a sub-set of the nonprofit sector as typically they too are concerned with a purpose relating to a public good. However, these are not bound to adhere to a nonprofit legal structure, and many incorporate and operate as for-profit entities. 

In Australia, nonprofit organizations are primarily established in one of three ways: companies limited by guarantee, trusts, and incorporated associations. However, the incorporated association form is typically used by organizations intending to operate only within one Australian state jurisdiction. Nonprofit organizations seeking to establish a presence across Australia typically consider incorporating as a company or as a trust.

Belgium

By Belgian law, there are several kinds of nonprofit organization:
These three kinds of nonprofit organizations contrast to a fourth:
  • Feitelijke vereniging (Dutch) or Association de fait (French), an informal organization, often started for a short-term project, or managed alongside another NPO that does not have any status in law so cannot purchase property etc. (association sans personnalité morale).

Canada

Canada allows nonprofit organizations to be incorporated or unincorporated. They may incorporate either federally, under Part II of the Canada Business Corporations Act, or under provincial legislation. Many of the governing Acts for Canadian nonprofits date to the early 1900s, meaning that nonprofit legislation has not kept pace with legislation that governs for-profit corporations, particularly with regards to corporate governance. Federal, and in some provinces (including Ontario), incorporation is by way of Letters Patent, and any change to the Letters Patent (even a simple name change) requires formal approval by the appropriate government, as do bylaw changes. Other provinces (including Alberta) permit incorporation as of right, by the filing of Articles of Incorporation or Articles of Association.

During 2009, the federal government enacted new legislation repealing the Canada Corporations Act, Part II – the Canada Not-for-Profit Corporations Act. This Act was last amended on 10 October 2011, and the act was current until 4 March 2013. It allows for incorporation as of right, by Articles of Incorporation; does away with the ultra vires doctrine for nonprofits; establishes them as legal persons; and substantially updates the governance provisions for nonprofits. Ontario also overhauled its legislation, adopting the Ontario Not-for-Profit Corporations Act during 2010; the new Act is expected to be in effect as of 1 July 2013. 

Canada also permits a variety of charities (including public and private foundations). Charitable status is granted by the Canada Revenue Agency (CRA) upon application by a nonprofit; charities are allowed to issue income tax receipts to donors, must spend a certain percentage of their assets (including cash, investments, and fixed assets) and file annual reports in order to maintain their charitable status. In determining whether an organization can become a charity, CRA applies a common law test to its stated objects and activities. These must be:
  • The relief of poverty
  • The advancement of education
  • The advancement of religion, or
  • Certain other purposes that benefit the community in a way the courts have said is charitable
Charities are not permitted to engage in partisan political activity; doing so may result in the revocation of charitable status. However, a charity can carry out a small number of political activities that are non-partisan, help further the charities' purposes, and subordinate to the charity's charitable purposes.

France

In France, nonprofits are called associations. They are based on a law enacted 1 July 1901. As a consequence, the nonprofits are also called association loi 1901.




A nonprofit can be created by two people to accomplish a common goal. The association can have industrial or commercial activities or both, but the members cannot make any profit from the activities. Thereby, worker's unions and political parties can be organized from this law. 




In 2008, the National Institute of Statistics and Economic Studies (INSEE) counted more than a million of these associations in the country, and about 16 million people older than 16 are members of a nonprofit in France (a third of the population over 16 years old). The nonprofits employ 1.6 million people, and 8 million are volunteers for them.

This law is also relevant in many former French colonies, particularly in Africa.

Hong Kong

The Hong Kong Company Registry provides a memorandum of procedure for applying to Registrar of Companies for a Licence under Section 21 of the Companies Ordinance (Cap.32) for a limited company for the purpose of promoting commerce, art, science, religion, charity, or any other useful object.

India

In India, non-governmental organizations are the most common type of societal institutions that do not have commercial interests. However, they are not the only category of non-commercial organizations that can gain official recognition. For example, memorial trusts, which honor renowned individuals through social work, may not be considered as NGOs.

They can be registered in four ways:
  • Trust
  • Society
  • Section-25 company (Section 8 as per the new Companies Act, 2013)
  • Special licensing
Registration can be with either the Registrar of Companies (RoC) or the Registrar of Societies (RoS).
The following laws or Constitutional Articles of the Republic of India are relevant to the NGOs:
  • Articles 19(1)(c) and 30 of the Constitution of India
  • Income Tax Act, 1961
  • Public Trusts Acts of various states
  • Societies Registration Act, 1860
  • Section 25 of the Indian Companies Act, 1956 (Section 8 as per the new Companies Act, 2013)
  • Foreign Contribution (Regulation) Act, 1976.

Republic of Ireland

The Irish Nonprofits Database was created by Irish Nonprofits Knowledge Exchange (INKEx) to act as a repository for regulatory and voluntarily disclosed information about Irish public-benefit nonprofits. The database lists more than 10,000 nonprofit organizations in Ireland. In 2012 INKEx ceased to operate due to lack of funding.

Israel

In Israel nonprofit organizations (NPOs) and non-governmental organizations (NGOs) are usually established as registered nonprofit associations (Hebrew amutah, plural amutot) or public benefit companies (Hebrew Chevrah LeTo’elet Hatzibur, not to be confused with public benefit corporations). The structure of financial statements of nonprofit organizations is regulated Israel's Accounting Standard No. 5, and must include a balance sheet, a report on activities, the income and expenditure for the particular period, a report on changes in assets, a statement of cash flows, and notes to the financial statements. A report showing the level of restriction imposed on the assets and liabilities can be given, though this is not required. 

‘'Amutot'’ are regulated by the Associations Law, 1980. An amutah is a body corporate, though not a company. The amutah is successor to the Ottoman Society which predated the State of Israel, and was established by the now-superseded Ottoman Societies Law of 1909, based on the French law of 1901. Public benefit companies are governed solely by company law; if their regulations and objectives meet the two conditions specified in Section 345A of the Companies Act, they will in effect be amutot in all but name. 

An amutah must register with the Rasham Ha’amutot ('Registrar of Amutot'); a public benefit company must register with the Rasham HaChavarot [Registrar of Companies]. Both are under the purview of the Rashot Hata’agidim ('Corporations Authority') of the Ministry of Justice.

Japan

In Japan, an NPO is any citizen's group that serves the public interest and does not produce a profit for its members. NPOs are given corporate status to assist them in conducting business transactions. As at February 2011, there were 41,600 NPOs in Japan. Two hundred NPOs were given tax-deductible status by the government, which meant that only contributions to those organizations were tax deductible for the contributors.

New Zealand

In New Zealand, nonprofit organizations usually are established as incorporated societies or charitable trusts. An incorporated society requires a membership of at least 15 people.

Russia

Russian law contains many legal forms of non-commercial organization (NCO), resulting in a complex, often contradictory, and limiting regulatory framework. The primary requirements are that NCOs, whatever their type, do not have the generation of profit as their main objective and do not distribute any such profit among their participants (Article 50(1), Civil Code). Most commonly there are five forms of NCO:
  • Public associations – A public association is the form most comparable to an 'association' as used in international parlance. A public association is a membership-based organization of individuals who associate on the basis of common interests and goals stipulated in the organization's charter.
  • Foundations – Foundations are property-based, non-membership organizations created by individuals or legal persons (or both) to pursue social, charitable, cultural, educational, or other public benefit goals.
  • Institutions – The institution (uchrezhdeniye) is a form that exists in Russia and several other countries of the former Soviet Union. Like foundations, institutions do not have members. Unlike foundations, however, institutions do not acquire property rights in the property conveyed to them (Article 120, Civil Code, and Article 20, NCO Law). Moreover, the founders are liable for any obligations of the institution that it cannot meet on its own.
  • Non-commercial partnerships – A non-commercial partnership (NP) (Article 8, NCO Law) is a membership organization pursuing activities for the mutual benefit of members. Therefore, assets that have been transferred to an NP as donations can be used for purposes other than those having public benefit.
  • Autonomous non-commercial organizations – An autonomous non-commercial organization (ANO) (Article 10, NCO Law) is a non-membership organization undertaking services in the field of education, social policy, culture, etc., which in practice often generates income by providing its services for a fee.

South Africa

In South Africa, certain types of charity may issue a tax certificate when requested, which donors can use to apply for a tax deduction. Charities/NGOs may be established as voluntary associations, trusts or nonprofit companies (NPCs). Voluntary associations are established by agreement under the common law, and trusts are registered by the Master of the High Court.

Nonprofit companies (NPCs) are registered by the Companies and Intellectual Property Commission. All of these may voluntarily register with The Directorate for Nonprofit Organisations and may apply for tax-exempt status to the South African Revenue Service (SARS).

Ukraine

In Ukraine, nonprofit organizations include non-governmental organizations, cooperatives (inc. housing cooperatives), charitable organizations, religious organizations, political parties, commodities exchanges (in Ukraine, commodities exchanges can't be organized for profit) and more. Nonprofit organizations obtain their non-profit status from tax authorities. The state fiscal service is the main registration authority for nonprofit status.

United Kingdom

In the UK a nonprofit organization may take the form of an unincorporated association, a charitable trust, a charitable incorporated organisation (CIO), a company limited by guarantee (which may or may not be charitable), a charter organization (which may or may not be charitable), a charitable company, a community interest company (CIC) (which may or may not be charitable), a community benefit society (which may or may not be charitable), or a cooperative society (which may or may not be charitable). Thus a nonprofit may be charitable (see under Charitable Organisation) or not, and may be required to be registered or not.

United States

After a nonprofit organization has been formed at the state level, the organization may seek recognition of tax-exempt status with respect to U.S. federal income tax. That is done typically by applying to the Internal Revenue Service (IRS), although statutory exemptions exist for limited types of nonprofit organization. The IRS, after reviewing the application to ensure the organization meets the conditions to be recognized as a tax-exempt organization (such as the purpose, limitations on spending, and internal safeguards for a charity), may issue an authorization letter to the nonprofit granting it tax-exempt status for income-tax payment, filing, and deductibility purposes. The exemption does not apply to other federal taxes such as employment taxes. Additionally, a tax-exempt organization must pay federal tax on income that is unrelated to their exempt purpose. Failure to maintain operations in conformity to the laws may result in the loss of tax-exempt status.

Individual states and localities offer nonprofits exemptions from other taxes such as sales tax or property tax. Federal tax-exempt status does not guarantee exemption from state and local taxes and vice versa. These exemptions generally have separate applications, and their requirements may differ from the IRS requirements. Furthermore, even a tax-exempt organization may be required to file annual financial reports (IRS Form 990) at the state and federal levels. A tax-exempt organization's 990 forms are required to be available for public scrutiny.

Governance

The board of directors has ultimate control over the organization, but typically an executive director is hired. In some cases, the board is elected by a membership, but commonly, the board of directors is self-perpetuating. In these 'board-only' organizations, board members nominate new members and vote on their fellow directors' nominations. Part VI Governance, Management, and Disclosure, section A, question 7a of the Form 990 asks 'Did the organization have members, stockholders, or other persons who had the power to elect or appoint one or more members of the governing body?'; the IRS instructions added '(other than the organization's governing body itself, acting in such capacity)'.

Problems

Founder's syndrome

Founder's syndrome is an issue organizations experience as they expand. Dynamic founders, who have a strong vision of how to operate the project, try to retain control of the organization, even as new employees or volunteers want to expand the project's scope or change policy.

Resource mismanagement

Resource mismanagement is a particular problem with NPOs because the employees are not accountable to anyone who has a direct stake in the organization. For example, an employee may start a new program without disclosing its complete liabilities. The employee may be rewarded for improving the NPO's reputation, making other employees happy, and attracting new donors. Liabilities promised on the full faith and credit of the organization but not recorded anywhere constitute accounting fraud. But even indirect liabilities negatively affect the financial sustainability of the NPO, and the NPO will have financial problems unless strict controls are instated. Some commenters have argued that the receipt of significant funding from large for-profit corporations can ultimately alter the NPO's functions. A frequent measure of an NPO's efficiency is its expense ratio (i.e. expenditures on things other than its programs, divided by its total expenditures).

Competition for talent

Competition for employees with the public and private sector is another problem that nonprofit organizations inevitably face, particularly for management positions. There are reports of major talent shortages in the nonprofit sector today regarding newly graduated workers, and NPOs have for too long relegated hiring to a secondary priority, which could be why they find themselves in the position many do. While many established NPOs are well-funded and comparative to their public sector competitors, many more are independent and must be creative with which incentives they use to attract and maintain vibrant personalities. The initial interest for many is the remuneration package, though many who have been questioned after leaving an NPO have reported that it was stressful work environments and implacable work that drove them away.

Public- and private-sector employment have, for the most part, been able to offer more to their employees than most nonprofit agencies throughout history. Either in the form of higher wages, more comprehensive benefit packages, or less tedious work, the public and private sectors have enjoyed an advantage over NPOs in attracting employees. Traditionally, the NPO has attracted mission-driven individuals who want to assist their chosen cause. Compounding the issue is that some NPOs do not operate in a manner similar to most businesses, or only seasonally. This leads many young and driven employees to forego NPOs in favor of more stable employment. Today, however, nonprofit organizations are adopting methods used by their competitors and finding new means to retain their employees and attract the best of the newly minted workforce.

It has been mentioned that most nonprofits will never be able to match the pay of the private sector and therefore should focus their attention on benefits packages, incentives and implementing pleasurable work environments. A good environment is ranked higher than salary and pressure of work. NPOs are encouraged to pay as much as they are able and offer a low-stress work environment that the employee can associate him or herself positively with. Other incentives that should be implemented are generous vacation allowances or flexible work hours.

Online presence

Many NPOs often use the .org or .us (or the country code top-level domain of their respective country) or .edu top-level domain (TLD) when selecting a domain name to differentiate themselves from more commercial entities, which typically use the .com space. 

In the traditional domain noted in RFC 1591, .org is for 'organizations that didn't fit anywhere else' in the naming system, which implies that it is the proper category for non-commercial organizations if they are not governmental, educational, or one of the other types with a specific TLD. It is not designated specifically for charitable organizations or any specific organizational or tax-law status; however, it encompasses anything that is not classifiable as another category. Currently, no restrictions are enforced on registration of .com or .org, so one can find organizations of all sorts in either of these domains, as well as other top-level domains including newer, more specific ones which may apply to particular sorts of organization including .museum for museums and .coop for cooperatives. Organizations might also register by the appropriate country code top-level domain for their country.

Alternative names

Instead of being defined by 'non' words, some organizations are suggesting new, positive-sounding terminology to describe the sector. The term 'civil society organization' (CSO) has been used by a growing number of organizations, including the Center for the Study of Global Governance. The term 'citizen sector organization' (CSO) has also been advocated to describe the sector – as one of citizens, for citizens – by organizations including Ashoka: Innovators for the Public. Advocates argue that these terms describe the sector in its own terms, without relying on terminology used for the government or business sectors. However, use of terminology by a nonprofit of self-descriptive language that is not legally compliant risks confusing the public about nonprofit abilities, capabilities, and limitations.

In some Spanish-language jurisdictions, nonprofit organizations are called "civil associations".

Virtual learning environment

From Wikipedia, the free encyclopedia
 
A virtual learning environment (VLE) in educational technology is a Web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities and interactions within a course structure and provide for the different stages of assessment. VLEs also usually report on participation; and have some level of integration with other institutional systems.

For teachers and instructors who edit them, VLEs may have a de facto role as authoring and design environments. VLEs have been adopted by almost all higher education institutions in the English-speaking world.

Components

The following are the main components required for the best virtual learning environment or online education curriculum to take place.
VLE learning platforms commonly allow:
  • Content management – creation, storage, access to and use of learning resources
  • Curriculum mapping and planning – lesson planning, assessment and personalisation of the learning experience
  • Learner engagement and administration – managed access to learner information and resources and tracking of progress and achievement
  • Communication and collaboration – emails, notices, chat, wikis, blogs
  • Real time communication – live video conferencing or audio conferencing
A VLE may include some or all of the following elements:
  • The course syllabus
  • Administrative information about the course: prerequisites, credits, registration, payments, physical sessions, and contact information for the instructor.
  • A notice board for current information about the ongoing course
  • The basic content of some or all of the course; the complete course for distance learning applications, or some part of it, when used as a portion of a conventional course. This normally includes material such as copies of lecture in the form of text, audio, or video presentations, and the supporting visual presentations
  • Additional resources, either integrated or as links to outside resources. This typically consists of supplementary reading, or innovative equivalents for it.
  • Self-assessment quizzes or analogous devices, normally scored automatically
  • Formal assessment functions, such as examinations, essay submission, or presentation of projects. This now frequently includes components to support peer assessment
  • Support for communications, including e-mail, threaded discussions, chat rooms, Twitter and other media, sometimes with the instructor or an assistant acting as moderator. Additional elements include wikis, blogs, RSS and 3D virtual learning spaces.
  • Links to outside sources – pathways to all other online learning spaces are linked via the VLE (Virtual Learning Environment).
  • Management of access rights for instructors, their assistants, course support staff, and students
  • Documentation and statistics as required for institutional administration and quality control
  • Authoring tools for creating the necessary documents by the instructor, and, usually, submissions by the students
  • Provision for the necessary hyperlinks to create a unified presentation to the students.
  • Interactive online whiteboard for live virtual classes
A VLE is normally not designed for a specific course or subject, but is capable of supporting multiple courses over the full range of the academic program, giving a consistent interface within the institution and—to some degree—with other institutions using the system. The virtual learning environment supports the worldwide exchange of information between a user and the learning institute he or she is currently enrolled in through digital mediums like e-mail, chat rooms, web 2.0 sites or a forum.

Student accessibility features

One of the processes to enhance the learning experience was the virtual resource room, which is student-centered, works in a self-paced format, and which encourages students to take responsibility for their own learning. In virtual mode, the materials are available in the form of computer-aided learning programs, lecture notes, special self-assessment modules. Another mechanism for the student to student interactions in a form of simple discussion forum is by using a novel link cyber tutor. This allows the students with an email account to connect with course content and the staff with their doubts and related questions. The students are able to contact the staff without a face to face visit which saves the on-campus time. The staff remains anonymous which allows for the several staff to act as a cyber tutor during the course. The student does not remain anonymous, although their email address is cryptic enough to mask their identity. Students can discuss the exams, lab reports, posters, lectures, technical help with downloading materials. The evaluation of the use of a Virtual resource room is done by surveys, focus groups, and online feedback forms. The students have 24 hours of access to the learning material in a day which suits their lifestyles.

Similar terms

Computerized learning systems have been referred to as electronic educational technology, e-learning, learning platform or learning management system. The major difference is that VLE and LMS are applications, whereas the Learning Platform shares characteristics with an Operating System where different educational web-based applications can be run on the platform.




The terms virtual learning environment (VLE) and learning platform are generically used to describe a range of integrated web-based applications that provide teachers, learners, parents and others involved in education with information, tools, and resources to support and enhance educational delivery and management. These terms are broadly synonymous with 'managed learning environments' (MLEs) and 'managed virtual learning environments' (MVLEs).


The applications that form part of these online services can include web pages, email, message boards, and discussion forums, text and video conferencing, shared diaries, online social areas, as well as assessment, management, and tracking tools.

The term learning platform refers to a range of tools and services often described using terms such as educational extranet, VLE, LMS, ILMS and LCMS providing learning and content management. The term learning platform also includes the personal learning environment (PLE) or personal online learning space (POLS), including tools and systems that allow the development and management of portfolios.

The specific functionality associated with any implementation of a learning platform will vary depending upon the needs of the users and can be achieved by bringing together a range of features from different software solutions either commercially available, open source, self-built or available as free to use web services. These tools are delivered together via a cohesive user environment with a single entry point, through integration achieved by technical standards.
  • a learning management system (LMS). Related concepts include content management system (CMS), which properly refers to the organization of the educational or other content, not the overall environment; learning content management system (LCMS), which is more often used for corporate training systems than for systems in education institutions; managed learning environment (MLE), which normally refers to the overall infrastructure in an institution of which the VLE is a component, learning support system (LSS); online learning center (OLC); or learning platform (LP), education via computer-mediated communication (CMC); or online education. The term "virtual learning environment" is more commonly used in Europe and Asia, while the synonymous term "learning management system" is the more common usage in North America.
The term LMS can also mean a "library management system" (which is now more commonly referred to as integrated library system, or ILS).

Justification

Middle School and High School use VLEs in order to:
  • Increase academic performance in order to meet standards to graduate.
  • Address the diverse learning needs of all students with the digital curriculum.
  • Personalize learning to better meet the needs of all students including underachieving and accelerated learners.
  • Equip administrators, teachers, and students with real-time progress and performance to make informed decisions to track success.*
Institutions of higher and further education use VLEs in order to:
  • Economize on the time of teaching staff, and the cost of instruction.
  • Facilitate the presentation of online learning by instructors without web authoring experience.
  • Provide instruction to students in a flexible manner to students with varying time and location constraints.
  • Provide instruction in a manner familiar to the current web-oriented generation of students.
  • Facilitate the networking of instruction between different campuses or even colleges.
  • Provide for the reuse of common material among different courses.
  • Provide automatic integration of the results of student learning into campus information systems.
  • Provide the ability to deliver various courses to a large number of students.
Online learners performed modestly better, on average than those learning the same material through traditional face-to-face instruction.

Controversy

VLEs are supposed to support many 21st century skills, including:
Both supporters and critics of virtual learning environments recognize the importance of the development of such skills, including creativity, communication, and knowledge application; however, the controversy lies in whether or not virtual learning environments are practical for both teachers and students.

Critics of VLE worry about the disconnect that can occur between the teacher and students, as well as between student to student. A Virtual Learning Environment does not provide students with face-to-face interaction and therefore, can deprive students of opportunities for better communication and deeper understanding. Educators also have concerns pertaining to a student's computer literacy skills and access to quality technology. Both can create a challenge for students to succeed in a Virtual Learning Environment. A study among Indian students has suggested that a negative experience with virtual learning environments can leave "the learner with a passive, un-engaging experience, leading to incomplete learning and low performance".

The VLE leads to a reported higher computer self-efficacy, while participants report being less satisfied with the learning process that is achieved in the Virtual Learning Environment.

Standards

Most VLEs support the Shareable Content Object Reference Model (SCORM) as a standard, but there are no commonly used standards that define how the learner's performance within a course can be transferred from one VLE to another.




There are also standards for sharing content such as those defined by the IMS Global Consortium. Local bodies such as in the school's sector in the UK the DCSF via Becta have additionally defined a learning platform "conformance framework" to encourage interoperability.





Virtual learning environments are not limited only to students and learners in university-level studies. There are many virtual learning environments for students in grades K-12. These systems are also particularly suited for the needs of independent educational programs, charter schools, and home-based education. 


As virtual teaching and learning become more deeply integrated into curricula, it is important to assess the quality and rigor of virtual programs. The Virtual Learning Program Standards provide a framework for identifying key areas for effective teaching and learning in Virtual Learning Programs throughout the Northeast and the nation.

Assessments

Educators need benchmark tools to assess a virtual learning environment as a viable means of education. 

Walker developed a survey instrument known as the Distance Education Learning Environment Survey (DELES), which is accessible to students anywhere. DELES examines instructor support, student interaction, and collaboration, personal relevance, authentic learning, active learning, and student autonomy. 

Harnish and Reeves provide a systematic criteria approach based on training, implementation, system usage, communication, and support.

Learning management system

From Wikipedia, the free encyclopedia
 
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation and delivery of educational courses, training programs, or learning and development programs. The learning management system concept emerged directly from e-Learning. Although the first LMS appeared in the higher education sector, the majority of the LMSs today focus on the corporate market. Learning Management Systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s.

Learning management systems were designed to identify training and learning gaps, utilizing analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. An LMS may offer classroom management for instructor-led training or a flipped classroom, used in higher education, but not in the corporate space. Modern LMSs include intelligent algorithms to make automated recommendations for courses based on a user's skill profile as well as extract meta-data from learning materials in order to make such recommendations even more accurate.

Characteristics

Purpose

An LMS delivers and manages all types of content, including video, courses, and documents. In the education and higher education markets, an LMS will include a variety of functionality that is similar to corporate but will have features such as rubrics, teacher and instructor facilitated learning, a discussion board, and often the use of a syllabus. A syllabus is rarely a feature in the corporate LMS, although courses may start with heading-level index to give learners an overview of topics covered.

History

There are several historical phases of distance education that preceded the development of the LMS:

Correspondence teaching

The first known document of correspondence teaching dates back to 1723, through the advertisement in the Boston Gazette of Caleb Phillips, professor of shorthand, offering teaching materials and tutorials.[3] The first testimony of a bi-directional communication organized correspondence course comes from England, in 1840, when Isaac Pitman initiated a shorthand course, wherein he sent a passage of the Bible to students, who would send it back in full transcription. The success of the course resulted in the foundation of the phonographic correspondence society in 1843. The pioneering milestone in distance language teaching was in 1856 by Charles Toussaint and Gustav Langenscheidt, who began the first European institution of distance learning. This is the first known instance of the use of materials for independent language study. Correspondence institutions in the United States and across Europe were encouraged and fostered by the development in 1680 of the penny post service, which allowed the delivery of letters and parcels for a penny.

Multimedia teaching: The emergence and development of the distance learning idea

The concept of eLearning began developing in the early 20th century, marked by the appearance of audio-video communication systems used for remote teaching. In 1909, E.M. Forster published his story 'The Machine Stops' and explained the benefits of using audio communication to deliver lectures to remote audiences.

In 1920, Sidney L. Pressey developed the first teaching machine which offered multiple types of practical exercises and question formats. Nine years later, University of Alberta's Professor M.E. Zerte transformed this machine into a problem cylinder able to compare problems and solutions.

This, in a sense was "multimedia", because it made use of several media to reach students and provide instruction. Later printed materials would be joined by telephone, radio and TV broadcasts, audio and videotapes.

The earliest networked learning system was the Plato Learning Management system (PLM) developed in the 1970s by Control Data Corporation.

Telematic Teaching

In the 1980s the modern telecommunications start to be used in education, with computers more present in the daily use of higher education institutions. Computer aided teaching aims to integrate technical and educational means and instruments to student learning. The trend then shifted to video communication, as a result of which Houston University decided to hold telecast classes to their students for approximately 13–15 hours a week. The classes took place in 1953, while in 1956, Robin McKinnon Wood and Gordon Pask released the very first adaptive teaching system for corporate environments SAKI. The idea of automating teaching operations also inspired the University of Illinois experts to develop their Programmed Logic for Automated Teaching Operations (PLATO) which enabled users to exchange content regardless of their location. In the period between 1970 and 1980, educational venues were rapidly considering the idea of computerizing courses, including the Western Behavioral Sciences Institute from California that introduced the first accredited online-taught degree.

Teaching through the internet: The appearance of the first LMS

The history of the application of computers to education is filled with broadly descriptive terms such as computer-managed instruction (CMI), and integrated learning systems (ILS), computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL). These terms describe drill-and-practice programs, more sophisticated tutorials, and more individualized instruction, respectively. The term is currently used to describe a number of different educational computer applications. FirstClass by SoftArc, used by the United Kingdom's Open University in the 1990s and 2000s to deliver online learning across Europe, was one of the earliest internet-based LMSs.

The first fully-featured Learning Management System (LMS) was called EKKO, developed and released by Norway's NKI Distance Education Network in 1991.[15] Three years later, New Brunswick's NB Learning Network presented a similar system designed for DOS-based teaching, and devoted exclusively to business learners.

Technical aspects

Most modern LMSs are web-based. There are a variety of integration strategies for embedding content into LMSs, including AICC, xAPI (also called 'Tin Can'), SCORM (Sharable Content Object Reference Model) and LTI (Learning Tools Interoperability). LMSs were originally designed to be locally hosted on-premise, where the organization purchases a license to a version of the software, and installs it on their own servers and network. Many LMSs are now offered as SaaS (software as a service), with hosting provided by the vendors.

Through LMS, teachers may create and integrate course materials, articulate learning goals, align content and assessments, track studying progress, and create customized test for students. LMS allows the communication of learning objectives, and organize learning timelines. LMS leverage is that it delivers learning content and tools straight to learners, and it can also reach marginalized groups through special settings. Such systems have built-in customizable features including assessment and tracking. Thus, learners can see in real time their progress and instructors can monitor and communicate the effectiveness of learning. One of the most important features of LMS is trying to create a streamline communication between learners and instructors. Such systems, besides facilitating online learning, tracking learning progress, providing digital learning tools, manage communication, and maybe selling content, may be used to provide different communication features.

Features

Managing courses, users and roles

The LMS may be used to create professional structured course content. The teacher can add, text, images, tables, links and text formatting, interactive tests, slideshows etc. Moreover, you can create different types of users, such as teachers, students, parents, visitors and editors (hierarchies). It helps control which content a student can access, track studying progress and engage student with contact tools. Teachers can manage courses and modules, enroll students or set up self-enrollment, see reports on students and import students to their online classes.

With much of the integration of new resources being controlled by technical guidelines outlined by SCORM (Sharable Content Object Reference Model), the process of integrating new features within multiple LMSs has become more efficient.

Online assessment and tracking students' attendance

LMS can enable teachers to create customized tests for students, accessible and submitted online. Platforms allow different multiple question types such as: one/multi-line answer; multiple choice answer; drag-and-drop order; essay; true or false/yes or no; fill in the gaps; agreement scale and offline tasks. Some LMSs also allow for attendance management and integration with classroom training wherein administrators can view attendance and records of whether a learner attended, arrived late, or missed classes and events.

User feedback

Students' exchange of feedback both with teachers and their peers is possible through LMS. Teachers may create discussion groups to allow students feedback and increase the interaction in course. Students' feedback is an instrument which help teachers to improve their work, identify what to add or remove from their courses, where students feel more comfortable, what makes them be more included.

Learning management industry

In the U.S. higher education market as of fall 2018, the top three LMSs by number of institutions were Blackboard (31%), Canvas (30%), and Moodle (18%). The same three systems led in terms of number of students enrolled, but Canvas slightly surpassed Blackboard. Worldwide, the picture is different, with Moodle having over 50% of market share in Europe, Latin America, and Oceania.

Many users of LMSs use an authoring tool to create content, which is then hosted on an LMS. In some cases, LMSs that do utilise a standard include a primitive authoring tool for basic content manipulation. More modern systems, in particular SAAS solutions have decided not to adopt a standard and have rich course authoring tools. There are several standards for creating and integrating complex content into an LMS, including AICC, SCORM, xAPI and Learning Tools Interoperability. However, utilising SCORM or an alternative standardised course protocol is not always required and can be restrictive when used unnecessarily.

Evaluation of LMSs is a complex task and significant research supports different forms of evaluation, including iterative processes where students' experiences and approaches to learning are evaluated.

Advantages and disadvantages

Advantages

There are six major advantages of LMS: interoperability, accessibility, reusability, durability, maintenance ability and adaptability, which in themselves constitute the concept of LMS.

Other advantages include:
  • An LMS supports content in various formats: text, video, audio, etc.
  • One can access materials anytime, from everywhere, teachers can modify the content, and students can see the updated material.
  • The evaluation of students is easier and fair, based on student attendance and online quizzes.
  • Students and teachers can re-use the material every time they need.
  • Students can learn collaboratively by setting up a School website with the LMS software and helps "Keeps organizations up-to-date with compliance regulations. If your organization must stay up-to-date with current compliance regulations, then a Learning Management System can be an invaluable tool. Compliance laws change on a regular basis, and updating a traditional course to reflect these changes can be a time-consuming chore.

Disadvantages

  • Implementing LMS requires a well-built technology infrastructure. Teachers have to be willing to adapt their curricula from face to face lectures to online lectures.
  • LMS can often come across as impersonal and lacking in the dialogue opportunities provided by in-person training.
  • Having a learning module presented in only one style can make it difficult to accommodate different learning styles.

Adaptive learning

From Wikipedia, the free encyclopedia
 
Adaptive learning, also known as adaptive teaching, is an educational method which uses computer algorithms to orchestrate the interaction with the learner and deliver customized resources and learning activities to address the unique needs of each learner. In professional learning contexts, individuals may "test out" of some training to ensure they engage with novel instruction. Computers adapt the presentation of educational material according to students' learning needs, as indicated by their responses to questions, tasks and experiences. The technology encompasses aspects derived from various fields of study including computer science, AI, psychometrics, education, psychology, and brain science.

Adaptive learning has been partially driven by a realization that tailored learning cannot be achieved on a large-scale using traditional, non-adaptive approaches. Adaptive learning systems endeavor to transform the learner from passive receptor of information to collaborator in the educational process. Adaptive learning systems' primary application is in education, but another popular application is business training. They have been designed as desktop computer applications, web applications, and are now being introduced into overall curricula.

History

Adaptive learning or intelligent tutoring has its origins in the artificial-intelligence movement and began gaining popularity in the 1970s. At that time, it was commonly accepted that computers would eventually achieve the human ability of adaptivity. In adaptive learning, the basic premise is that the tool or system will be able to adjust to the student/user's learning method, which results in a better and more effective learning experience for the user. Back in the 70's the main barrier was the cost and size of the computers, rendering the widespread application impractical. Another hurdle in the adoption of early intelligent systems was that the user interfaces were not conducive to the learning process. The start of the work on adaptive and intelligent learning systems is usually traced back to the SCHOLAR system that offered adaptive learning for the topic of geography of South America. A number of other innovative systems appeared within five years. A good account of the early work on adaptive learning and intelligent tutoring systems can be found in the classic book "Intelligent Tutoring Systems".

Technology and methodology

Adaptive learning systems have traditionally been divided into separate components or 'models'. While different model groups have been presented, most systems include some or all of the following models (occasionally with different names):
  • Expert model – The model with the information which is to be taught
  • Student model – The model which tracks and learns about the student
  • Instructional model – The model which actually conveys the information
  • Instructional environment – The user interface for interacting with the system

Expert model

The expert model stores information about the material which is being taught. This can be as simple as the solutions for the question set but it can also include lessons and tutorials and, in more sophisticated systems, even expert methodologies to illustrate approaches to the questions.




Adaptive learning systems which do not include an expert model will typically incorporate these functions in the instructional model.

Student model

The simplest means of determining a student's skill level is the method employed in CAT (computerized adaptive testing). In CAT, the subject is presented with questions that are selected based on their level of difficulty in relation to the presumed skill level of the subject. As the test proceeds, the computer adjusts the subject's score based on their answers, continuously fine-tuning the score by selecting questions from a narrower range of difficulty. 

An algorithm for a CAT-style assessment is simple to implement. A large pool of questions is amassed and rated according to difficulty, through expert analysis, experimentation, or a combination of the two. The computer then performs what is essentially a binary search, always giving the subject a question which is halfway between what the computer has already determined to be the subject's maximum and minimum possible skill levels. These levels are then adjusted to the level of the difficulty of the question, reassigning the minimum if the subject answered correctly, and the maximum if the subject answered incorrectly. Obviously, a certain margin for error has to be built in to allow for scenarios where the subject's answer is not indicative of their true skill level but simply coincidental. Asking multiple questions from one level of difficulty greatly reduces the probability of a misleading answer, and allowing the range to grow beyond the assumed skill level can compensate for possible misevaluations.




A further extension of identifying weaknesses in terms of concepts is to program the student model to analyze incorrect answers. This is especially applicable for multiple choice questions. Consider the following example:

Q. Simplify:
a) Can't be simplified
b)
c) ...
d) ...
Clearly, a student who answers (b) is adding the exponents and failing to grasp the concept of like terms. In this case, the incorrect answer provides additional insight beyond the simple fact that it is incorrect.

Instructional model

The instructional model generally looks to incorporate the best educational tools that technology has to offer (such as multimedia presentations) with expert teacher advice for presentation methods. The level of sophistication of the instructional model depends greatly on the level of sophistication of the student model. In a CAT-style student model, the instructional model will simply rank lessons in correspondence with the ranks for the question pool. When the student's level has been satisfactorily determined, the instructional model provides the appropriate lesson. The more advanced student models which assess based on concepts need an instructional model which organizes its lessons by concept as well. The instructional model can be designed to analyze the collection of weaknesses and tailor a lesson plan accordingly. 

When the incorrect answers are being evaluated by the student model, some systems look to provide feedback to the actual questions in the form of 'hints'. As the student makes mistakes, useful suggestions pop up such as "look carefully at the sign of the number". This too can fall in the domain of the instructional model, with generic concept-based hints being offered based on concept weaknesses, or the hints can be question-specific in which case the student, instructional, and expert models all overlap.

Implementations

Learning management system

Many learning management systems have incorporated various adaptive learning features. A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of educational courses, training programs, or learning and development programs.

Distance learning

Adaptive learning systems can be implemented on the Internet for use in distance learning and group collaboration.

The field of distance learning is now incorporating aspects of adaptive learning. Initial systems without adaptive learning were able to provide automated feedback to students who are presented questions from a preselected question bank. That approach however lacks the guidance which teachers in the classroom can provide. Current trends in distance learning call for the use of adaptive learning to implement intelligent dynamic behavior in the learning environment.

During the time a student spends learning a new concept they are tested on their abilities and databases track their progress using one of the models. The latest generation of distance learning systems take into account the students' answers and adapt themselves to the student's cognitive abilities using a concept called 'cognitive scaffolding'. Cognitive scaffolding is the ability of an automated learning system to create a cognitive path of assessment from lowest to highest based on the demonstrated cognitive abilities.

A current successful implementation of adaptive learning in web-based distance learning is the Maple engine of WebLearn by RMIT university. WebLearn is advanced enough that it can provide assessment of questions posed to students even if those questions have no unique answer like those in the Mathematics field. 

Adaptive learning can be incorporated to facilitate group collaboration within distance learning environments like forums or resource sharing services. Some examples of how adaptive learning can help with collaboration include automated grouping of users with the same interests, and personalization of links to information sources based on the user's stated interests or the user's surfing habits.

Educational game design

In 2014, an educational researcher concluded a multi-year study of adaptive learning for educational game design. The research developed and validated the ALGAE (Adaptive Learning GAme dEsign) model, a comprehensive adaptive learning model based on game design theories and practices, instructional strategies, and adaptive models. The research extended previous researching in game design, instructional strategies, and adaptive learning, combining those three components into a single complex model.




The study resulted in the development of an adaptive educational game design model to serve as a guide for game designers, instructional designers, and educators with the goal of increasing learning outcomes. Survey participants validated the value of the ALGAE model and provided specific insights on the model's construction, use, benefits, and challenges. The current ALGAE model is based on these insights. The model now serves as a guideline for the design and development of educational computer games. 




The model's applicability is assessed as being cross-industry including government and military agencies/units, game industry, and academia. The model's actual value and the appropriate implementation approach (focused or unfocused) will be fully realized as the ALGAE model's adoption becomes more widespread.

Development tools

While adaptive learning features are often mentioned in the marketing materials of tools, the range of adaptivity can be dramatically different. 

Entry-level tools tend to focus on determining the learner's pathway based on simplistic criteria such as the learner's answer to a multiple choice question. A correct answer may take the learner to Path A, whereas an incorrect answer may take them to Path B. While these tools provide an adequate method for basic branching, they are often based on an underlying linear model whereby the learner is simply being redirected to a point somewhere along a predefined line. Due to this, their capabilities fall short of true adaptivity.




At the other end of the spectrum, there are advanced tools which enable the creation of very complex adaptions based on any number of complex conditions. These conditions may relate to what the learner is currently doing, prior decisions, behavioral tracking, interactive and external activities to name a few. These higher end tools generally have no underlying navigation as they tend to utilize AI methods such as an inference engine. Due to the fundamental design difference advanced tools are able to provide rich assessment capabilities. Rather than taking a simple multiple choice question, the learner may be presented with a complex simulation where a number of factors are considered to determine how the learner should adapt.

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