Tahani model of fuzzy database for an adaptive metacognitive scaffolding in Hypermedia Learning Environment (Case: Algorithm and structure data course)

2017 ◽  
Author(s):  
Akhsin Nurlayli ◽  
Teguh Bharata Adji ◽  
Adhistya Erna Permanasari ◽  
Indriana Hidayah
Keyword(s):  
Learning Environment ◽  
Structure Data ◽  
Hypermedia Learning ◽  
Fuzzy Database ◽  
Metacognitive Scaffolding

scholarly journals Personalising the Learning Environment

10.28945/2649 ◽  
2003 ◽  
Author(s):  
Frank Kurzel ◽  
Jill Slay ◽  
Kim Hagenus
Keyword(s):  
Learning Environment ◽  
Summative Assessment ◽  
Learning Objects ◽  
Multimedia Presentation ◽  
Delivery Time ◽  
Student Model ◽  
Internet Connectivity ◽  
Computer Tools ◽  
Hypermedia Learning ◽  
Client Computer

In this paper, we describe the development of a personalised multimedia/hypermedia learning environment that utilises multimedia presentation techniques in its interface while still providing Internet connectivity for management and delivery purposes. The structure of the domain is based on concepts that can be presented in a variety of ways; multimedia players display the content on the client computer. Tools are provided in the interface to allow students to search for concepts and create personalised views of the materials. Link annotations driven by an overlay student model are supported in all components of the system. The system supports the WWW as its addressing space but uses the local client areas to store media items expensive in terms of delivery time. Learning objects that provide frameworks for tasks and other summative assessment activities are stored on a server and delivered when required.

Learning Styles and Adaptive ICT-Based Learning Environment

2008 ◽  
pp. 413-429 ◽  
Author(s):  
Zlatko J. Kovacic
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Intelligent Agents ◽  
Intelligent Systems ◽  
Economies Of Scale ◽  
Adaptive Hypermedia ◽  
Technological Infrastructure ◽  
Hypermedia Learning ◽  
Learning Path ◽  
Determining Factor

This chapter has two aims. First, to provide an overview of learning styles research and secondly, to provide an overview of research in adaptive hypermedia learning environment systems, those where different learning styles are considered and used to create a personalized learning environment. For most distance education institutions individualization of the learning environment for each student is not an option because economies of scale are the determining factor of cost reduction. However, the latest advances in database management, artificial intelligent systems and intelligent agents provide a technological infrastructure for individualizing the learning path for every learner at a lower cost. This chapter focuses on learning styles and how we can integrate and use them as a source of adaptation in an adaptive hypermedia learning environment systems.

Learning Styles and Adaptive ICT-Based Learning Environment

2011 ◽  
pp. 136-152
Author(s):  
Zlatko J. Kovacic
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Intelligent Agents ◽  
Intelligent Systems ◽  
Economies Of Scale ◽  
Adaptive Hypermedia ◽  
Technological Infrastructure ◽  
Hypermedia Learning ◽  
Learning Path ◽  
Determining Factor

This chapter has two aims. First, to provide an overview of learning styles research and secondly, to provide an overview of research in adaptive hypermedia learning environment systems, those where different learning styles are considered and used to create a personalized learning environment. For most distance education institutions individualization of the learning environment for each student is not an option because economies of scale are the determining factor of cost reduction. However, the latest advances in database management, artificial intelligent systems and intelligent agents provide a technological infrastructure for individualizing the learning path for every learner at a lower cost. This chapter focuses on learning styles and how we can integrate and use them as a source of adaptation in an adaptive hypermedia learning environment systems.

Expert and Novice Performance in a Hypermedia Learning Environment for Classroom Observation Skills: The Impact of Prior Teaching Experience

1998 ◽  
Vol 19 (2) ◽  
pp. 115-131 ◽  
Author(s):  
Gail E. Fitzgerald
Keyword(s):  
Learning Environment ◽  
Classroom Observation ◽  
Teaching Experience ◽  
Independent Practice ◽  
Expert Teachers ◽  
Coding System ◽  
Guided Practice ◽  
Hypermedia Learning ◽  
New Information ◽  
The Impact

This study examined the process and outcomes of novice and expert teachers who learned a classroom observation coding system through a hypermedia learning environment. The training program was designed as a modular, skills-based approach following the stages of learning model. It allowed users nonlinear and user-controlled access to tutorials, guided practice, and multiple classroom situations for independent practice. Outcome measures included: 1) a coding test to assess knowledge of the behavioral codes and procedures, and 2) a reliability test to access proficiency with the code and routines under rigorous, timed conditions. It was found that novice teachers outperformed expert teachers in learning and using their observation skills. Implications focus on a discussion of the differences in observational experiences by novice and expert teachers which may form biases and the importance for hypermedia developers to consider the accuracy and adequacy of prior knowledge to help users assimilate new information and skills.

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