Applying Intelligent Systems for Modeling Students’ Learning Styles Used for Mobile and Web-Based Systems

2010 ◽  
pp. 3-22 ◽  
Author(s):  
Ramón Zatarain ◽  
Lucia Barrón-Estrada ◽  
Carlos Alberto Reyes-García ◽  
Orion Fausto Reyes-Galaviz
Keyword(s):  
Learning Styles ◽  
Intelligent Systems ◽  
Web Based

scholarly journals E-Mail Usage in South Pacific Distance Education

2005 ◽  
pp. 1034-1039
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals E-Mail Usage in South Pacific Distance Education

2011 ◽  
pp. 2325-2332
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals Effects of web-based electrocardiography simulation on strategies and learning styles

2015 ◽  
Vol 49 (4) ◽  
pp. 0650-0656 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Esperanza López-Domene ◽  
José Manuel Hernández-Padilla ◽  
Leonel São Romão Preto ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Life Support ◽  
Approaches To Learning ◽  
Advanced Cardiac Life Support ◽  
Learning Approaches ◽  
Web Based ◽  
Correlational Design ◽  
Item Scores ◽  
Electrocardiogram Ecg

OBJECTIVETo identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students.METHODA descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree.RESULTSNo significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning.CONCLUSIONThe use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.

scholarly journals Knowledge machines

2018 ◽  
Vol 33 ◽  
Author(s):  
Paul Smart
Keyword(s):  
Intelligent Systems ◽  
Ad Hoc ◽  
Knowledge Engineering ◽  
Theory And Practice ◽  
Philosophical Study ◽  
Engineering Systems ◽  
Web Based ◽  
Knowledge Based ◽  
Data Formats

AbstractThe World Wide Web has had a notable impact on a variety of epistemically relevant activities, many of which lie at the heart of the discipline of knowledge engineering. Systems like Wikipedia, for example, have altered our views regarding the acquisition of knowledge, while citizen science systems such as Galaxy Zoo have arguably transformed our approach to knowledge discovery. Other Web-based systems have highlighted the ways in which the human social environment can be used to support the development of intelligent systems, either by contributing to the provision of epistemic resources or by helping to shape the profile of machine learning. In the present paper, such systems are referred to asknowledge machines. In addition to providing an overview of the knowledge machine concept, the present paper reviews a number of issues that are associated with the scientific and philosophical study of knowledge machines. These include the potential impact of knowledge machines for the theory and practice of knowledge engineering, the role of social participation in the realization of knowledge-based processes, and the role of standardized, semantically enriched data formats in supporting thead hocassembly of special-purpose knowledge systems and knowledge processing pipelines.

Development of a Mobile Application for Learning Style Prediction

2019 ◽  
pp. 188-207
Author(s):  
Eugenia Olaguez Torres ◽  
Piero Espino ◽  
Jonathan Garcia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mobile Application ◽  
Intelligent Systems ◽  
Academic Program ◽  
Development Environment ◽  
Java Programming ◽  
Learning Techniques ◽  
The Subject ◽  
Common Learning

This chapter presents the development of a mobile application through the use of intelligent systems adapted to learning styles in accordance to the models of Feder-Silverman and Kolb. This development takes place in a Java programming language within the Android Studio development environment, which at the same time uses the SQLite mobile data base. The mobile application allowed the authors to identify the learning styles of students from the Mechatronics Engineering academic program that show some sort of educational backwardness in the subject of differential calculus. It was found that, according to the Felder-Silverman model, the style that predominates among students is the auditory style, while in accordance to the Kolb model, it was identified that the reflective style was the most common learning style amongst mechatronics students. It is concluded that through the use of this mobile application, students are able to identify the learning style, predict, and apply appropriate learning techniques to their learning style.

Student and Teacher Perspectives Testing a System for Adaptive e-Learning

2011 ◽  
pp. 16-45
Author(s):  
Carla Limongelli ◽  
Filippo Sciarrone ◽  
Marco Temperini ◽  
Giulia Vaste
Keyword(s):  
Intelligent Systems ◽  
Comprehensive Evaluation ◽  
Point Of View ◽  
Added Value ◽  
Web Based ◽  
Life Long Learning ◽  
E Learning ◽  
Didactic Material ◽  
Amount Of Knowledge ◽  
Didactic Strategies

Personalization is becoming a mandatory requirement in Web-based Education and long distance learning in general, representing a flexible way of learning the exact amount of knowledge to reach a given learning goal. This approach saves time and money and it is particularly suited for life-long learning. The drawback is that the teacher has to produce some effort to prepare didactic material and while research in this field proposes several intelligent systems providing personalization with advanced didactic strategies, teacher’s point of view is less considered. In this chapter we extend our previous work that aimed to build an adaptive system for education called LS-Plan, taking into account both teacher’s and student’s needs. In particular we carried out a comprehensive evaluation of the system embedded into an Adaptive Educational Hypermedia called Lecomps5, in order to experiment and prove the added value of the system.

Knowledge Mining for Adaptive Multimedia Web-Based Educational Platform

2008 ◽  
pp. 205-257 ◽  
Author(s):  
Leyla Zhuhadar ◽  
Olfa Nasraoui ◽  
Robert Wyatt
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Intelligent System ◽  
Learning Material ◽  
Online Information ◽  
Learning Sequence ◽  
Online Students ◽  
User Models ◽  
Web Based ◽  
The Web

This chapter introduces an Adaptive Web-Based Educational platform that maximizes the usefulness of the online information that online students retrieve from the Web. It shows in a data driven format that information has to be personalized and adapted to the needs of individual students; therefore, educational materials need to be tailored to fit these needs: learning styles, prior knowledge of individual students, and recommendations. This approach offers several techniques to present the learning material for different types of learners and for different learning styles. User models (user profiles) are created using a combination of clustering techniques and association rules mining. These models represent the learning technique, learning style, and learning sequence, which can help improve the learning experience on the Web site for new users. Furthermore, the user models can be used to create an intelligent system that provides recommendations for future online students whose profile matches one of the mined profiles that represents the discovered user models.

The DEKOR System

2011 ◽  
pp. 164-186 ◽  
Author(s):  
Christian Gütl ◽  
Victor Manuel García-Barrios
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Educational Systems ◽  
Learning Material ◽  
Learner Characteristics ◽  
Web Based ◽  
Learning Content ◽  
Support Students

Due to the wide diversity of learning styles and learner characteristics, delivering learning material from modern ICT-based learning must also be conducted in a diverse manner rather than with a “one-fitsall” approach. By focusing on content aspects, the majority of adaptive Web-based educational systems are only able to deal with closed repositories and therefore only pre-defined content alternatives for limited learner characteristics are manageable. One possible solution is to enable and technologically support students’ freedom to select appropriate learning content of their own choice. The WWW as an extensive repository of diverse content has gained considerable interest as an open-ended learning environment, but most students cannot cope well with such open accessibility. To overcome this, the authors have started research towards a system of personalized access to open repositories. In this book chapter, they introduce the evolution of their linked approaches and discuss the findings in the context of learner characteristics.

Web-Based Responsive Mobile Learning (M-Learning) Design

2020 ◽  
pp. 301-317
Author(s):  
Alaattin Parlakkılıç
Keyword(s):  
Learning Styles ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Web Sites ◽  
Social Life ◽  
Solid Material ◽  
Web Based ◽  
Responsive Design ◽  
User Friendly ◽  
The Web

The mobile initiative is changing education and social life worldwide. The question is how to offer the same user-friendly, aesthetically pleasing mobile learning courses on different mobile devices. Developing effective web sites courses and content isn't only about creating a course with solid material. Managers and course authors are concerned about adapting different courses to a variety of learning styles and individual needs and keeping users interested and engaged. A good place to start is to organize thoughts and figure out exactly what is wanted to be included in the web sites course. Responsive design gives the ability to create a single m-learning course that automatically adapts to any browser or device. This allows the target audience to benefit from the courses without having to worry about screen size and resolution. In this chapter, m-learning is discussed in a responsive design context that can be used across platforms and offers the design of courses according to m-learning instructional strategies.

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