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Antonio Cañas Vargas 2021-12-04 21:50:12 +01:00
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The use of web applications to support learning, teaching and management of student data in an educational institution is interesting because it facilitates teachers performing some teaching and management tasks –for example the dissemination of documents or the query of students data–, and because it fosters student's autonomy and self-learning, who can access such services at any time and from anywhere.
Due to the complexity of implementation of these desired features on the web of the teacher, the department or the centre, it is desirable that the educational institution has a common tool for all courses and teachers. Therefore, since the late 90s the use of [learning management systems](https://en.wikipedia.org/wiki/Learning_management_system), bringing together the necessary functionalities to support teaching and learning through internet. The most widespread example among privative platforms is [Blackboard](http://www.blackboard.com/). As examples of free software platforms we can cite [Moodle](https://moodle.org/), [Chamilo](https://chamilo.org/) or [Claroline](http://www.claroline.net/), among others. In general, these systems allow the creation of courses that can be designed and managed as a whole by teachers without a highly technical knowledge. Its main drawbacks are the high cost of licenses (in the case of privative platforms), large computing needs of most of the platforms in institutions with a large volume of courses and users, the dependence on an outside company, and the difficulty of adapting to the needs and particularities of each organization.
Due to the complexity of implementation of these desired features on the web of the teacher, the department or the center, it is desirable that the educational institution has a common tool for all courses and teachers. Therefore, since the late 90s the use of [learning management systems](https://en.wikipedia.org/wiki/Learning_management_system), bringing together the necessary functionalities to support teaching and learning through internet. The most widespread example among privative platforms is [Blackboard](http://www.blackboard.com/). As examples of free software platforms we can cite [Moodle](https://moodle.org/), [Chamilo](https://chamilo.org/) or [Claroline](http://www.claroline.net/), among others. In general, these systems allow the creation of courses that can be designed and managed as a whole by teachers without a highly technical knowledge. Its main drawbacks are the high cost of licenses (in the case of privative platforms), large computing needs of most of the platforms in institutions with a large volume of courses and users, the dependence on an outside company, and the difficulty of adapting to the needs and particularities of each organization.
Alternatively, some educational institutions developed their own platforms designed for their specific needs –for example, [AulaWeb](http://aulaweb.etsii.upm.es/) at the [Polytechnic University of Madrid](http://www.upm.es/)–. So SWAD emerged and developed over several years as a specific tool for the [University of Granada (UGR)](http://www.ugr.es/).