Methods and Software Tools for Automated Synthesis of Adaptive Learning Trajectory in Intelligent Online Learning Management Systems

2021 ◽  
pp. 206-217
Author(s):  
Mariia Dutchak ◽  
Mykola Kozlenko ◽  
Ihor Lazarovych ◽  
Nadiia Lazarovych ◽  
Mykola Pikuliak ◽  
...  
Keyword(s):  
Online Learning ◽  
Adaptive Learning ◽  
Learning Management Systems ◽  
Software Tools ◽  
Management Systems ◽  
Learning Trajectory ◽  
Automated Synthesis ◽  
Learning Management

GRAPPLE: Learning Management Systems Meet Adaptive Learning Environments

2013 ◽  
pp. 133-160 ◽  
Author(s):  
Paul De Bra ◽  
David Smits ◽  
Kees van der Sluijs ◽  
Alexandra I. Cristea ◽  
Jonathan Foss ◽  
...  
Keyword(s):  
Learning Environments ◽  
Adaptive Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Embedding Plagiarism Detection Mechanisms into Learning Management Systems

2013 ◽  
pp. 129-143
Author(s):  
Sergey Butakov ◽  
Vladislav Shcherbinin ◽  
Vadim Diagilev ◽  
Alexander Tskhay
Keyword(s):  
Intellectual Property ◽  
Learning Management Systems ◽  
Software Tools ◽  
Intellectual Property Protection ◽  
Management Systems ◽  
Plagiarism Detection ◽  
Amount Of Information ◽  
Learning Management ◽  
Detection Mechanisms

The main objectives of this chapter are to review available plagiarism detection tools, discuss the most popular software tools on the market and describe the new architecture for plagiarism detection tools. The proposed architecture emphasizes lightweight integration with LMS as well as the possibility for the LMS owner to adjust the amount of information that is being transferred to plagiarism detection service based on the intellectual property protection rules adopted by the school. This chapter shows how the proposed architecture was implemented as a plug-in for the Moodle LMS. A set of user trials is provided to show practical applicability of the proposed solutions.

Embedding Plagiarism Detection Mechanisms Into Learning Management Systems

2019 ◽  
pp. 216-231 ◽  
Author(s):  
Sergey Butakov ◽  
Vladislav Shcherbinin ◽  
Vadim Diagilev ◽  
Alexander Tskhay
Keyword(s):  
Intellectual Property ◽  
Learning Management Systems ◽  
Software Tools ◽  
Intellectual Property Protection ◽  
Management Systems ◽  
Plagiarism Detection ◽  
Amount Of Information ◽  
Learning Management ◽  
Detection Mechanisms

The main objectives of this chapter are to review available plagiarism detection tools, discuss the most popular software tools on the market and describe the new architecture for plagiarism detection tools. The proposed architecture emphasizes lightweight integration with LMS as well as the possibility for the LMS owner to adjust the amount of information that is being transferred to plagiarism detection service based on the intellectual property protection rules adopted by the school. This chapter shows how the proposed architecture was implemented as a plug-in for the Moodle LMS. A set of user trials is provided to show practical applicability of the proposed solutions.

Through the Looking Glass

2013 ◽  
pp. 446-465
Author(s):  
Phil Ice ◽  
Melissa Burgess
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Emerging Technologies ◽  
Learning Management Systems ◽  
Digital Publishing ◽  
Management Systems ◽  
On Demand ◽  
Learning Management ◽  
Looking Glass

This chapter explores how emerging technologies may challenge the CoI framework to evolve and account for new types of learner and instructor interactions. An exploration of processes inherent within the three presences is contextualized against the architecture of learning management systems, with attention given to those elements that are most likely to be impacted moving forward. As examples, innovations in digital publishing, multi-screen, multi-user virtual environments, on-demand education, adaptive learning environments and analytics are discussed, with a focus on how advancements in these areas may require rethinking and realignment of some aspects of the CoI framework.

Learning Patterns of Learner's Interaction in the Learning Management Systems

2010 ◽  
pp. 123-146
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

Formatives Assessment in offenen, informellen, vernetzten Lernszenarien

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 19-21 ◽  
Author(s):  
Daniel Herding ◽  
Ulrik Schroeder ◽  
Patrick Stalljohann ◽  
Mohamed Amine Chatti
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Management Systems ◽  
Formative Feedback ◽  
Management Systems ◽  
Online Learning Environments ◽  
Research Questions ◽  
Learning Management ◽  
Formatives Assessment

Summary While assessment with closed questions is supported by current Learning Management Systems, there are still shortcomings in formative feedback regarding open-ended tasks. Furthermore, new types of interaction and collaboration in online learning environments have emerged in the last years. This contribution discusses three research questions that have to be answered in order to embed the new forms of assessment in institutional education.

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