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

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.

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.

scholarly journals From LMS to adaptive training systems

2019 ◽  
pp. 58-64 ◽  
Author(s):  
Y. B. Popova
Keyword(s):  
Learning Process ◽  
Adaptive Learning ◽  
Learning Management Systems ◽  
Individual Characteristics ◽  
Educational Process ◽  
Learning Systems ◽  
Learning System ◽  
Management Systems ◽  
Artificial Neural ◽  
Learning Management

The use of information technology and, in particular, learning management systems, increases the ability of both the teacher and the learner to achieve their goals in the educational process. Such systems provide educational content, help organize and monitor training, collect progress statistics, and can also take into account the individual characteristics of each user of the system. The purpose of this study is to determine the direction of development of modern learning systems and technologies for their implementation. The evolution of learning management systems, the transition to intelligent learning systems, the main stages of such systems were reviewed, the types of learning sequences were analyzed, the transformationinto adaptive learning systems was identified, and the scheme of the system and its mathematical model were presented. Expertise systems, the theory of fuzzy sets and fuzzy logic, cluster analysis, as well as genetic algorithms and artificial neural networks are defined as the mechanisms for implementing the learning systems. An artificial neural network in an adaptive learning system will allow you to create a unique training program that will build on existing knowledge and the level of perception of educational material by students. By formalizing the intellectual processes that both the teacher and the student carry out, it is possible to automate a certain part of the teacher’s functions, reduce the cost of manual labor, which will make it easier to monitor the learning process and also make the learning process more efficient.

An Architecture for Learning Environments Based on the Lightweight Integration of Intelligent Agents

2012 ◽  
pp. 387-401 ◽  
Author(s):  
Sergey Butakov ◽  
Denis Smoline ◽  
Nousheen Naimat Samuel ◽  
Naima Naimat Samuel
Keyword(s):  
Learning Environments ◽  
Intelligent Agents ◽  
System Development ◽  
Learning Management Systems ◽  
Course Management System ◽  
Management Systems ◽  
Agent Based ◽  
Agent Platforms ◽  
Multi Agent ◽  
Learning Management

The main objectives of this chapter are to provide a review of multi-agent platforms for learning environments, to discuss the use of lightweight integration technologies in learning management systems, and to outline the theoretical framework for a multi-agent based platform for course provisioning. The proposed framework places a message switching system at the center of the architecture, providing an effective yet lightweight mechanism for agent communications. The chapter also provides two practical examples of the implementation of lightweight integration technologies for course management system development. The examples show the feasibility of implementing the proposed lightweight architecture, showing how the agent based elements could be added to existing learning management systems.

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

2022 ◽  
pp. 566-586
Author(s):  
Ufuk Tugtekin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Integration Of Learning ◽  
Development And Validation

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

scholarly journals The eFundi learning management system as communication and relationship building instrument

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Michelle Mays ◽  
Magrita N. Wiggill
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Management System ◽  
Learning Management Systems ◽  
Relationship Building ◽  
Management Systems ◽  
Learning And Teaching ◽  
Semistructured Interviews ◽  
E Learning ◽  
Learning Management

Learning management systems (LMSs) are used by universities to support learning and teaching. Two-way communication and strong relationships can contribute to successful learning, however, LMSs are not generally viewed as an instrument to facilitate just that in an e-learning environment. The perceptions of lecturers and students on the eFundi LMS as communication and relationship building instrument was studied in this case by means of semistructured interviews and group-administered surveys. It was found that although students have a need for engaging in two-way communication with lecturers and costudents by means of the eFundi LMS and viewed it favourably as a relationship- building instrument, most lecturers did not make use of its interactive functionalities. Further research from a communication and relationship building perspective is therefore necessary to assure optimal LMS use in e-learning environments.

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