Adaptive Hypermedia: A New Paradigm for Educational Software

2003 ◽  
Vol 17 (1) ◽  
pp. 38-42 ◽  
Author(s):  
H. Spallek
Keyword(s):  
Learning Style ◽  
Educational Software ◽  
Online Course ◽  
Learning Material ◽  
New Paradigm ◽  
Adaptive Hypermedia ◽  
Course Content ◽  
Adaptive Presentation ◽  
The Individual ◽  
Education Courses

Traditional online dental education courses follow the broadcast paradigm which centers on the teacher, not the student. This one-size-fits-all approach resembles a mass-production idea which cannot take individual learner characteristics into account. Most online course designs do not address the issue that users with different goals and knowledge may be interested in different pieces of information about a topic. Adaptive hypermedia (AH) is an emerging field in education research which investigates how computer systems can overcome this problem. AH can be applied to any course content. This learner-centered approach first considers the learning goal(s), then evaluates the user’s abilities and determines the individual learning style, to structure and tailor the curriculum most efficiently. The presented AH environment exploits various concepts of AH. The system collects data to create a model of the individual user, which is continuously refined based on test results throughout the course. The system then adapts the learning material dynamically, using active and passive curriculum sequencing and adaptive presentation.

Gender Differences and Hypermedia Navigation

2011 ◽  
pp. 278-292
Author(s):  
Jing Ping Fan ◽  
Robert D. Macredie
Keyword(s):  
Gender Differences ◽  
Learning Style ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Individual Characteristics ◽  
Learning System ◽  
Adaptive Hypermedia ◽  
Adaptive Presentation ◽  
Hypermedia Learning ◽  
Navigation Support

Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design systems to adapt to learners’ individual characteristics, such as learning style and cognitive style to facilitate student learning. However, no research has been done specifically regarding the adaptation of hypermedia learning system to gender differences. This chapter therefore attempts to fill this gap by examining the published findings from experimental studies of interaction between gender differences and hypermedia learning. Analysis of findings of the empirical studies leads to a set of principles being proposed to guide adaptive hypermedia learning system design onthe basis of gender differences in relation to (i) adaptive presentation and (ii) adaptive navigation support.

scholarly journals The Future of Higher Education: A New Paradigm Shift Addressing Students’ Diversity

2021 ◽  
pp. 369-376
Author(s):  
Khalid Arar ◽  
David Chen
Keyword(s):  
Higher Education ◽  
Individual Differences ◽  
Learning Style ◽  
Paradigm Shift ◽  
Human Diversity ◽  
New Paradigm ◽  
The Future ◽  
The Individual

AbstractRecent higher education (HE) trends, including broader accessibility, privatization, increased demands for accountability, and technological implementation, have largely neglected consideration of human diversity, including the individual learner’s nature and learning style. Two distinctive scientific perspectives pertain to these individual differences.

Gender Differences and Hypermedia Navigation

2006 ◽  
pp. 1-20 ◽  
Author(s):  
Jing P. Fan ◽  
Robert D. Macredie
Keyword(s):  
Gender Differences ◽  
Learning Style ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Individual Characteristics ◽  
Learning System ◽  
Adaptive Hypermedia ◽  
Adaptive Presentation ◽  
Hypermedia Learning ◽  
Navigation Support

Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design systems to adapt to learners’ individual characteristics, such as learning style and cognitive style to facilitate student learning. However, no research has been done specifically regarding the adaptation of hypermedia learning system to gender differences. This chapter therefore attempts to fill this gap by examining the published findings from experimental studies of interaction between gender differences and hypermedia learning. Analysis of findings of the empirical studies leads to a set of principles being proposed to guide adaptive hypermedia learning system design onthe basis of gender differences in relation to (i) adaptive presentation and (ii) adaptive navigation support.

Gender Differences and Hypermedia Navigation

2008 ◽  
pp. 1778-1792
Author(s):  
J. P. Fan
Keyword(s):  
Gender Differences ◽  
Learning Style ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Individual Characteristics ◽  
Learning System ◽  
Adaptive Hypermedia ◽  
Adaptive Presentation ◽  
Hypermedia Learning ◽  
Navigation Support

Adaptive hypermedia learning systems can be developed to adapt to a diversity of individual differences. Many studies have been conducted to design systems to adapt to learners’ individual characteristics, such as learning style and cognitive style to facilitate student learning. However, no research has been done specifically regarding the adaptation of hypermedia learning system to gender differences. This chapter therefore attempts to fill this gap by examining the published findings from experimental studies of interaction between gender differences and hypermedia learning. Analysis of findings of the empirical studies leads to a set of principles being proposed to guide adaptive hypermedia learning system design onthe basis of gender differences in relation to (i) adaptive presentation and (ii) adaptive navigation support.

scholarly journals Optimization of Online Course Content According to Users Activity Statistics

2019 ◽  
Vol 28 (8-9) ◽  
pp. 119-127
Author(s):  
V. A. Starodubtsev ◽  
О. В. Lobanenko ◽  
О. V. Sitnikova
Keyword(s):  
Electrical Equipment ◽  
Educational Measurement ◽  
Statistical Characteristics ◽  
Online Course ◽  
Module Structure ◽  
Learning Material ◽  
First Year Students ◽  
Course Structure ◽  
Course Content

Digitalization of modern education leads to a change in the style of the educational activities of students and professional work of higher school teachers. The professional standard of education workers oblige educators not only to develop educational content discipline, but also apply ICT to manage student’s training activity. The aim of the research was to study the capacity of the standard user statistics tool in LMS MOODLE for course optimization on three parameters – content presentation, temporary course structure and quality of educational measurement tools. These options, according to the authors, are the main factors for users’ motivation to consistent use of online courses during the semester. The study of statistical characteristics of student activity in e-course “Informatics” based on LMS MOODLE has been carried out during three years. The experiment covered the first-year students enrolled in the “Electricity and Electrical Equipment”. The results of the content optimization and presentation of the discipline have shown a positive change in the dynamics of the student’s activity during the semester. The findings of this study have a number of practical implications. Optimization of the learning process with the use of online course requires designing of a course with week module structure and singled out micro-targets. The learning material should be presented in various formats taking into account students’ preference for infographics. This contributes to raising the academic performance on the whole. Statistical analysis of test tasks differentiating capacity will substantially improve the quality of tools for educational measurement. It is shown that the use of a MOODLE statistics tool to estimate the user activity makes it possible the documented testing the effectiveness of innovations in pedagogical design of e-course.

Attention Sustainability Impact on Social Status in the Class

2020 ◽  
Vol 8 (1) ◽  
pp. 37-46
Author(s):  
Stanislava Varadinova
Keyword(s):  
Social Status ◽  
Communication Skills ◽  
School Dropout ◽  
Learning Material ◽  
Early School ◽  
The Social ◽  
The Creation ◽  
The Individual ◽  
The Way ◽  
Positive Environment

The attention sustainability and its impact of social status in the class are current issues concerning the field of education are the reasons for delay in assimilating the learning material and early school dropout. Behind both of those problems stand psychological causes such as low attention sustainability, poor communication skills and lack of positive environment. The presented article aims to prove that sustainability of attention directly influences the social status of students in the class, and hence their overall development and the way they feel in the group. Making efforts to increase students’ attention sustainability could lead to an increase in the social status of the student and hence the creation of a favorable and positive environment for the overall development of the individual.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

scholarly journals Improving Learner-Computer Interaction through Intelligent Learning Material Delivery Using Instructional Design Modeling

Entropy ◽  
2021 ◽  
Vol 23 (6) ◽  
pp. 668
Author(s):  
Christos Troussas ◽  
Akrivi Krouska ◽  
Cleo Sgouropoulou
Keyword(s):  
Instructional Design ◽  
Adaptive Learning ◽  
Educational Software ◽  
Learning Experience ◽  
Learning Material ◽  
Java Programming ◽  
Undergraduate University Students ◽  
Intelligent Tools ◽  
Content Based Filtering ◽  
Computer Interaction

This paper describes an innovative and sophisticated approach for improving learner-computer interaction in the tutoring of Java programming through the delivery of adequate learning material to learners. To achieve this, an instructional theory and intelligent techniques are combined, namely the Component Display Theory along with content-based filtering and multiple-criteria decision analysis, with the intention of providing personalized learning material and thus, improving student interaction. Until now, the majority of the research efforts mainly focus on adapting the presentation of learning material based on students’ characteristics. As such, there is free space for researching issues like delivering the appropriate type of learning material, in order to maintain the pedagogical affordance of the educational software. The blending of instructional design theories and sophisticated techniques can offer a more personalized and adaptive learning experience to learners of computer programming. The paper presents a fully operating intelligent educational software. It merges pedagogical and technological approaches for sophisticated learning material delivery to students. Moreover, it was used by undergraduate university students to learn Java programming for a semester during the COVID-19 lockdown. The findings of the evaluation showed that the presented way for delivering the Java learning material surpassed other approaches incorporating merely instructional models or intelligent tools, in terms of satisfaction and knowledge acquisition.

scholarly journals Transnational sustainability certification for the bioeconomy? Patterns and discourse coalitions of resistance and alternatives in biomass exporting regions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Thomas Vogelpohl
Keyword(s):  
Empirical Studies ◽  
General Pattern ◽  
New Paradigm ◽  
Public And Private ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Political Economies ◽  
The Individual ◽  
Sustainability Standards ◽  
Discourse Coalitions

AbstractThe bioeconomy is nowadays widely proclaimed by governments and corporations around the world as a new paradigm for a sustainable economy. Essentially, it broadly denotes the promotion, development and establishment of the use of biogenic resources in diverse kinds of industrial technologies, production processes and products. Yet, in order for the bioeconomy to be sustainable, it has to be assured that these biogenic resources are sourced sustainably. In the last 30 years, transnational sustainability certification (TSC) has established itself as a popular instrument in this context, for example in the case of European biofuels sustainability regulation. In the last decade or so, however, TSC initiatives in several biomass production sectors like palm oil, soy, fruits, aquaculture or fisheries—mostly initiated by non-governmental organizations (NGOs) and corporations from the Global North—are increasingly met with resistance from actors from the resource-producing countries, mostly located in the Global South. Issues brought up in this context concern their lack of legitimacy and respect for national regulatory sovereignty and conflicting priorities in terms of sustainable development. Consequently, governmental and corporate actors from the resource-producing countries have developed sustainability standards that now at least partly compete with TSC. Against this background, this contribution investigates this apparent dilemma of biomass certification by taking stock of existing TSC initiatives and territorial responses to them in several sectors of the bioeconomy in order to discover general patterns and dynamics of transnational biomass sustainability certification. This analysis is based on a review of existing empirical studies on these issues as well as on conceptual literature on discourse coalitions and transnational hybrid governance for the classification of the different aspects and developments in the individual sectors. Results show that TSC is indeed challenged in all sectors around story lines of sovereignty and sustainability, employed by closely associated state and industry actors in the specific context of the prevalent state-industry relations and the practices and institutions of the respective international political economies. Beyond this general pattern, these alternative systems take on different shapes and complex relations between transnational and territorial sustainability governance emerge that are not always antagonistic, but also exist in parallel or even complementarily and involve various hybrid configurations of public and private actors. Overall, this casts some doubt on the potential of TSC as an instrument to safeguard the sustainability of the bioeconomy and shows one of its potential pitfalls, which is reflected upon in the conclusion.

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