Advanced Learning Technology Systems in Mathematics Education

Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATEL

Mathematics ◽

10.3390/math8050858 ◽

2020 ◽

Vol 8 (5) ◽

pp. 858 ◽

Cited By ~ 1

Author(s):

Jin Su Jeong ◽

David González-Gómez

Keyword(s):

Sustainable Development ◽

Mathematics Education ◽

Learning System ◽

Fuzzy Decision Making ◽

Mathematical Education ◽

Learning Technology ◽

Positive Perception ◽

E Learning ◽

Teaching Learning ◽

Pedagogical Changes

Mathematics education for sustainable development is perceived as a core keystone, although its concept is related to its typical issue of ecology and economy in the educational realm. Thus, through current information and communication technology (ICT) impacts, altering pedagogy is highly conflicted in teaching/learning mathematics. This research attempted to classify and investigate criteria for mathematics education with a multi-criteria decision analysis/fuzzy-decision-making trial and evaluation laboratory (MCDA/F-DEMATEL) method in the context of the system of flipped e-learning. In particular, the sustainable development of this research focus is in mathematics education in view of pre-service teachers (PSTs) adapting to their pedagogical changes. With the MCDA/F-DEMATEL, the main criteria and sub-criteria were selected after the consultation of a group of experts as follows: mathematics education, sustainable development, and flipped-e-learning technology criteria. Then, with fifteen sub-criteria, the definitive analyses results were gauged with simple additive weighting (SAW) along with their weight coefficients’ calculation, sensitivity analysis (i–v scenarios), and a professional survey. The results described as the most important criteria for adapting to PSTs pedagogical changes in sustainable mathematical education through a flipped e-learning system were the flipped e-learning technology criteria (scenario i), with an 83% positive perception by professionals’ survey; among its sub-criteria, information technology usage contents (0.43) was the most affected variable, with a 42% very likely perception. Scenario iii, which was the slightly more preferred criteria than mathematics education, got a 78% positive perception from professionals’ survey. Therefore, this proposed methodology could be employed to validate the most important sustainable mathematics with flipped e-learning criteria for adapting to PSTs’ pedagogical changes with corresponding education contexts in more long-term learning.

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From Course Management Systems to Open Frameworks and Sustainable Ecology of Educational Systems

Course Management Systems for Learning ◽

10.4018/978-1-59140-512-2.ch020 ◽

2011 ◽

pp. 331-343

Author(s):

Vijay Kumar ◽

Jeff Merriman

Keyword(s):

Management Systems ◽

Course Management Systems ◽

Educational Systems ◽

Learning Technology ◽

Course Management ◽

Educational Tools ◽

Open Standards ◽

Sustainable Ecology ◽

Technology Systems

We propose a trajectory for learning technology systems that represent a departure from closed, monolithic approaches, typically inherent in the design of these systems, to open, standards-based frameworks that can support diverse pedagogy and accommodate heterogeneous technology. Central to this vision is an architectural approach, illustrated by the Open Knowledge Initiative, which supports the development of sustainable educational tools and technology through enabling commoditization and community.

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IEEE Standard for Learning Technology-Learning Technology Systems Architecture (LTSA)

10.1109/ieeestd.2003.94410 ◽

2003 ◽

Cited By ~ 4

Keyword(s):

Learning Technology ◽

Systems Architecture ◽

Technology Learning ◽

Ieee Standard ◽

Technology Systems

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Service-based Grid Architectures to support the Virtualization of Learning Technology Systems

Architecture Solutions for E-Learning Systems ◽

10.4018/978-1-59904-633-4.ch003 ◽

2008 ◽

pp. 44-61

Author(s):

Gerard Gleeson ◽

Claus Pahl

Keyword(s):

Web Services ◽

Peer To Peer ◽

Tool Support ◽

Learning Technology ◽

Client Server ◽

Distribution Of Resources ◽

E Learning ◽

Learning Platforms ◽

Technology Systems

E-Learning has been a topic of increasing interest in recent years, due mainly to the fact that content and tool support can now be offered at a widely affordable level. As a result, many e-learning platforms and systems have been developed. Client-server, peer-to-peer and recently Web services architectures often form the basis. Drawbacks of these architectures are often their limitations in terms of scalability and the availability and distribution of resources. This chapter investigates grid architectures in the context of e-learning as a proposed answer for this problem. The principles and technologies of Grid architectures are discussed and illustrated using learning technology scenarios and systems.

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