E-learning based on the adaptive learning model: case study in Serbia

Sadhana ◽  
2020 ◽  
Vol 45 (1) ◽  
Author(s):  
Branka Arsovic ◽  
Nenad Stefanovic
Keyword(s):  
Adaptive Learning ◽  
Learning Model ◽  
Model Case ◽  
E Learning

scholarly journals The The E-Learning Module Arrangement Budgeting Based on Activity-Based Budgeting Model (Case Study: The IT Enterprise in Jakarta)

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Wayan Santiasih ◽  
Nengzih .
Keyword(s):  
Human Resources ◽  
Process Time ◽  
Management Decision ◽  
Accurate Information ◽  
Exploratory Research ◽  
Model Case ◽  
E Learning ◽  
It Enterprise ◽  
Learning Projects

Budget is one of the management decision-making tools, from activities to finance. One of the budgeting model can be applied is an Activity-Based Budgeting (ABB) model. The objective of this research is to propose the application of the ABB model in IT Enterprise in Jakarta. The object in this research is budgeting for e-learning projects that carried out by IT Enterprise in Jakarta. In the present time, the budgeting model applied is included in the traditional budgeting system, namely the Incremental budgeting model, in which the budgeting is conducted based on the budget in the previous year therefore sometimes the information used is less accurate. This research shows the differences between the ABB model and the Incremental budgeting model, as well as the evaluation of the application of each model. This research is a qualitative research, with descriptive exploratory research type in a case study. Research data was obtained from face to face interviews, observation of activities and documentation. ABB modeling is carried out by detailing activities in e-learning projects including human resources used, then compiling employee costs for these activities. The results of ABB modeling show that ABB has capabilities to provide more accurate information about activities, costs for activities, work process time, amount of human resources needed, total employee costs and project profit / loss. It can be concluded that the ABB model can provides the budgeting model needs of IT Enterprise.

scholarly journals Formation of Individual Educational Trajectory in Adaptive Learning Management Systems

2021 ◽  
Vol 25 (6) ◽  
pp. 36-44
Author(s):  
T. M. Shamsutdinova
Keyword(s):  
Distance Learning ◽  
Adaptive Learning ◽  
Management System ◽  
Structural Model ◽  
Learning Management System ◽  
Learning Model ◽  
Learning Path ◽  
E Learning ◽  
Training Courses ◽  
Learning Management

Purpose of the study. The purpose of this article is to consider the theoretical and practical aspects of designing adaptive training courses aimed at creating an individual educational trajectory, taking into account various mechanisms of adaptation.Materials and methods. This study includes a review of bibliographic sources on the formation of an individual learning path and the implementation of adaptive learning in e-learning courses. It also includes constructing of a structural model of an adaptive learning management system with a description of possible adaptation mechanisms that act as parameters for the formation of a personalized learning path, and a description of an example of the implementation of an adaptive course in the LMS of the Bashkir State Agrarian University.Results. An analysis of factors that influence the choice of a professional educational trajectory is presented. At the same time, different levels of formation of factors are described, for instance, such groups as macrofactors, mesofactors and microfactors are distinguished and characterized. The concept of a flexible adaptive learning model is considered and possible resources (mechanisms) for its adaptation are analyzed. With regard to the management model of the formation of an individual trajectory of training, such parameters as the form of training, the content of training, training methods, the organization of e-learning in the electronic training course, the model of a student, and the trajectory of training are distinguished as adaptation resources. A structural model of an adaptive learning management system is being made, including the following series of structural elements: block of educational content; block of the knowledge control, skills and abilities; communicative block; reflection block; personal identification unit; navigation system; learning path control module. Various approaches to the concept of a learner’s model are also considered (in particular, scalar, overlay and cognitive models).To test the adaptive learning model, an electronic course in the discipline “Informatics and Information Technologies” was designed and implemented in the e-learning management system of the Bashkir State Agrarian University on the LMS Moodle platform. The e-course is used in the educational process for full-time and parttime education, as well as a form of support for distance learning during periods of self-isolation. A comparative analysis of the progress of students who study by using linear and adaptive versions of the e-course is carried out. Students studying with the adaptive version of the e-course showed better learning outcomes. From this, it is concluded that the adaptive course allowed students to better adapt to the conditions of forced distance learning in the new reality.Conclusion. An individual educational trajectory is one of the effective ways of realizing the professional and educational potential of an individual and is based on certain forms, methods, technologies and learning mechanisms. Modern e-learning technologies provide vast opportunities for implementing the concept of personalized flexible learning, in particular, using adaptive training courses. In this case, both the parameters of the learning management environment and the characteristics of the students can act as a resource (parameter) of adaptation.

Promoting Entrepreneurship through a Community Learning Model – Case Study: Green Businesses

2019 ◽  
Vol 32 (6) ◽  
pp. 629-643 ◽  
Author(s):  
María Catalina Ramírez ◽  
Libia Alejandra Navas Castaño ◽  
Ángela Delgado ◽  
Miguel Angel González ◽  
Luis Camilo Caicedo ◽  
...  
Keyword(s):  
Learning Model ◽  
Model Case ◽  
Community Learning

scholarly journals Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Colla J. MacDonald ◽  
Terrie Lynn Thompson
Keyword(s):  
Data Collection ◽  
Learning Experience ◽  
Content Delivery ◽  
Learning Model ◽  
Design Team ◽  
Key Stakeholders ◽  
Learning Programs ◽  
E Learning ◽  
Collection Methods

<P>This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes) must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model.</P> <P>Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000). Quality and design of e-Learning courses, however, are sometimes compromised in an &ldquo; . . . effort to simply get something up and running&rdquo; in response to pressing consumer demands (Dick, 1996, p. 59). Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001). McGorry (2003) adds, &ldquo;although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences is limited&rdquo; (p. 160). In an economic environment marked by intensive competition between educational institutions, producing and ensuring quality e-Learning programs will be a competitive advantage to attract learners to post secondary institutions (Daniel, 1996; Duderstadt, 1999).</P> <P>In this study we used a credible model, the Demand-Driven Learning Model (DDLM), (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) and its companion evaluation tool (MacDonald, Breithaupt, Stodel, Farres, and Gabriel, 2002) to design and evaluate an online course. Several data collection methods were used to understand the experiences of key stakeholders in this case study: learners, design team, and facilitators. In addition to adding to the growing knowledge of online learning, our findings highlight additional elements that could be incorporated into the DDLM to further refine the model.</P>

A New Adaptive Corporate Learning Model

2022 ◽  
pp. 43-47
Author(s):  
YEkatyerina Kashtanova ◽  
A. Zavelickaya
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Adaptive Learning ◽  
Management System ◽  
Learning Organizations ◽  
Learning Model ◽  
Knowledge Management System ◽  
Corporate Learning ◽  
E Learning ◽  
The Creation

The article discusses issues related to the main trends in corporate learning and the creation of a model of adaptive learning organizations. As one of the main conditions for their activities, the idea of forming a knowledge management system in adaptive learning organizations, widespread use of corporate knowledge portals, and empowering communities of practice is put forward and substantiated. In this regard, the article focuses on the peculiarities of their construction and functioning. A list of the main problems that arise in the knowledge management system is given, and the ways of their solution are determined. Particularly interesting is the question of modern new functions of the knowledge management system, an overview of the current existing experience of solving this using e-learning and vr-technologies is given.

Fuzzy-based adaptive learning network using search and rescue optimization for e-waste management model: case study

2021 ◽  
Author(s):  
Khalid Mujasam Batoo ◽  
Saravanan Pandiaraj ◽  
Muthumareeswaran Muthuramamoorthy ◽  
Emad Raslan ◽  
Sujatha Krishnamoorthy
Keyword(s):  
Waste Management ◽  
Adaptive Learning ◽  
Search And Rescue ◽  
Management Model ◽  
Model Case ◽  
Learning Network

scholarly journals IMPLEMENTASI DYNAMIC INTELECTUAL LEARNING (DIL) SEBAGAI SALAH SATU ADAPTIVE LEARNING MODEL

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Ni Ketut Suarni
Keyword(s):  
Adaptive Learning ◽  
Learning Model ◽  
E Learning

Tujuan penelitian ini adalah untuk melakukan implementasi sistem Dynamic Intellectual Learning (DIL). DIL adalah pengembangan dari sistem e-learning yang memberikan keleluasaan kepada pengguna untuk mengakses materi-materi pembelajaran sesuai dengan kemampuan intelektual yang dimiliki. Implementasi sistem ini akan dilakukan pada mahasiswa Jurusan Pendidikan Guru Sekolah Dasar (PGSD) Universitas Pendidikan Ganesha dalam mata kuliah “Perkembangan Pendidikan Anak”. Ada 44 mahasiswa yang terlibat dalam implementasi sistem ini. Hasil implementasi ini menunjukkan bahwa setiap mahasiswa memiliki kemampuan yang berbeda-beda untuk menguasai materi pembelajaran. Jumlah akses yang paling sedikit dilakukan untuk menguasai 14 materi yang terdapat dalam sistem DIL adalah 8 kali. Sedangkan jumlah akses yang paling banyak dilakukan adalah 23 kali. Hasil implementasi ini menunjukkan bahwa memberikan keleluasaan terhadap mahasiswa (peserta didik) untuk mengakses materi pembelajaran sesuai dengan kemampuannya sangat perlu dilakukan. Sehingga waktu yang tersisa dari 14 kali pertemuan tersebut bisa digunakan untuk aktivitas lainnya, seperti: pemberian tugas, diskusi kelompok, maupun praktek di lapangan. Hal inilah yang tidak diperoleh dalam pembelajaran konvensional.

scholarly journals Technology-Enhanced Course in English Theoretical Grammar and Phonetics at Tertiary Level

2021 ◽  
Vol 11 ◽  
pp. 79-97
Author(s):  
Jana Kuzmina ◽  
◽  
Zigrīda Vinčela ◽  
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Learning Model ◽  
English Studies ◽  
Cross Sectional ◽  
English Grammar ◽  
E Learning ◽  
Students Attitudes

The advancement of technologies and the recently forced lockdown by Covid-19 are bringing changes to the organisation of the learning process by accelerating the introduction of e-learning to create a learner-centred technology-based approach to English studies, thus stepping towards digital humanities. These trends initiated the institutional project Mobile and Desktop Software Integration in Bachelor and Master Study Programmes. The present study, using a questionnaire, elicits university students’ attitudes to the mobile applications and speech analysis software-based seminar activities in Moodle e-course in accordance with the blended learning model selected for the studies of theoretical grammar and phonetics. It is a cross-sectional, focused, and exploratory case study, comprising a description of factors, contributing to the problem of blended learning model selection. The yielded data demonstrate that students do not possess extensive prior experience with the use of software and mobile applications to study English grammar and phonetics. After completing seminar tasks, they favourably account for the integrated blended learning materials and consider that those facilitate their learning process.

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