scholarly journals Pedagogical Agents in an Adaptive E-learning System

2020 ◽  
pp. 24-30
Author(s):  
Aqeel M. Ali. Hussein ◽  
Humam K. Majeed Al-Chalabi
Keyword(s):  
Learning Experience ◽  
Learning Systems ◽  
Learning System ◽  
Integrative Approach ◽  
Pedagogical Agents ◽  
Diverse Backgrounds ◽  
E Learning ◽  
Adaptive Power ◽  
Selection Of

The pedagogical agents for e-learning can immensely help in improving the quality of teaching, evaluating and learning the process through appropriate pedagogical agents. The pedagogical agents for adaptive e-learning systems are basically designed to provide a unique and personal experience to such students who come from diverse backgrounds having different styles of learning and with various educational needs. This study basically discusses the importance of pedagogical approach for the adaptive elearning systems. The selection of personalised (relevant) pedagogical agent can increase the effectiveness of adaptive e-learning, in the form of learning activities, delivered content, and communication. This will lead individuals to an adaptive pedagogical guided e-learning experience in which pedagogy will be the centerpiece, and in which the adaptive power will influence the pedagogy effectiveness. Thus, the main aim of this study is to discuss the importance of pedagogical agents in adaptive e-learning systems and to discuss different approaches of pedagogy including the constructivist approach, collaborative approach, inquiry-based approach, integrative approach, reflective approach, objectivist approach, and competency-b ased approach.

PENINGKATAN KINERJA SISTEM E-LEARNING DALAM PERSPEKTIF UNIVERSITAS 4.0 MENGGUNAKAN KERANGKA IT BALANCED SCORECARD

2020 ◽  
Vol 21 (1) ◽  
pp. 42-48
Author(s):  
Nadidah Ayu Syafitri ◽  
Muhammad Izman Herdiansyah
Keyword(s):  
Balanced Scorecard ◽  
Future Orientation ◽  
Learning Systems ◽  
Learning System ◽  
Corporate Contribution ◽  
E Learning ◽  
User Orientation ◽  
The University ◽  
Operational Excellence

Bina Darma University (UBD) as one of the university based information technology currently has been assisted by the use of IT in implementing its strategy. University 4.0 is a university that makes students as a learning center and assisted by the use of IT.  UBD in conducting learning has been assisted by e-learning which is one of the benchmarks of 4.0 University perspectives. E-Learning implementation assists the learning process by students and lecturers. The performance of the e-learning system has not been measured. Measurements are performed to improve the quality of e-learning systems in the 4.0 university perspective. To perform analysis used the IT framework Balanced Scorecard consisting of four perspectives namely Corporate Contribution/Business Contribution, User Orientation, Operational Excellence and Future Orientation. The result of this research is an improved analysis of quality and strategies to improve the quality of e-learning systems in the 4.0 university perspective.

A sustainable quality assessment model for the information delivery in E-learning systems

2018 ◽  
Vol 46 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Shahid Farid ◽  
Rodina Ahmad ◽  
Mujahid Alam ◽  
Atif Akbar ◽  
Victor Chang
Keyword(s):  
Quality Assessment ◽  
State Of The Art ◽  
Statistical Tests ◽  
Information Delivery ◽  
Learning Systems ◽  
Learning System ◽  
Assessment Model ◽  
Content Type ◽  
E Learning

Purpose The purpose of this study is to propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration. E-learning is becoming mainstream due to its accessibility, state-of-the-art learning, training ease and cost effectiveness. However, the poor quality of e-learning systems is one of the major causes of several failures reported. Moreover, this arena lacks well-defined quality assessment measures. Hence, it is quite difficult to measure the overall quality of an e-learning system effectively. Design/methodology/approach A pragmatic mixed-model philosophy was adopted for this study. A systematic literature review was performed to identify existing e-learning quality models and frameworks. Semi-structured interviews were conducted with e-learning experts following empirical investigations to identify the crucial quality characteristics of e-learning systems. Various statistical tests like principal component analysis, logistic regression, chi-square and analysis of means were applied to analyze the empirical data. These led to an adequate set of quality indicators that can be used by higher education institutions to assure the quality of e-learning systems. Findings A sustainable quality assessment model for the information delivery in e-learning systems in software perspective has been proposed by exploring the state-of-the-art quality assessment/evaluation models and frameworks proposed for the e-learning systems. The proposed model can be used to assess and improve the process of information discovery and delivery of e-learning. Originality/value The results obtained led to conclude that very limited attention is given to the quality of e-learning tools despite the importance of quality and its effect on e-learning system adoption and promotion. Moreover, the identified models and frameworks do not adequately address quality of e-learning systems from a software perspective.

scholarly journals Design of an Adaptive e-Learning System based on Multi-Agent Approach and Reinforcement Learning

2021 ◽  
Vol 11 (1) ◽  
pp. 6637-6644
Author(s):  
H. El Fazazi ◽  
M. Elgarej ◽  
M. Qbadou ◽  
K. Mansouri
Keyword(s):  
Reinforcement Learning ◽  
Learning Style ◽  
Learning Process ◽  
Learning Experience ◽  
Personalized Learning ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Multi Agent

Adaptive e-learning systems are created to facilitate the learning process. These systems are able to suggest the student the most suitable pedagogical strategy and to extract the information and characteristics of the learners. A multi-agent system is a collection of organized and independent agents that communicate with each other to resolve a problem or complete a well-defined objective. These agents are always in communication and they can be homogeneous or heterogeneous and may or may not have common objectives. The application of the multi-agent approach in adaptive e-learning systems can enhance the learning process quality by customizing the contents to students’ needs. The agents in these systems collaborate to provide a personalized learning experience. In this paper, a design of an adaptative e-learning system based on a multi-agent approach and reinforcement learning is presented. The main objective of this system is the recommendation to the students of a learning path that meets their characteristics and preferences using the Q-learning algorithm. The proposed system is focused on three principal characteristics, the learning style according to the Felder-Silverman learning style model, the knowledge level, and the student's possible disabilities. Three types of disabilities were taken into account, namely hearing impairments, visual impairments, and dyslexia. The system will be able to provide the students with a sequence of learning objects that matches their profiles for a personalized learning experience.

A Unified Quality Control Model for E-Learning Systems

2017 ◽  
Vol 7 (3) ◽  
pp. 1355
Author(s):  
Khalid Hamed Allehaibi ◽  
Nasser Nammas Albaqami
Keyword(s):  
Quality Control ◽  
Quality Management ◽  
Learning Process ◽  
Control Model ◽  
Learning Systems ◽  
Learning System ◽  
Quality Requirements ◽  
Learning Platform ◽  
E Learning

Defining, measuring, and achieving quality of e-learning systems are not an easy task. Accordingly, one of the most essential goals for the higher educational institutes is how to reach a high and satisfied level of quality in their learning systems. Achieving such level needs adequate and continuous improvements for the whole e-learning environment elements. Therefore, we aim in our work to construct a unified framework for total quality management system (TQMS) that attempt to satisfy the quality requirements, needs, and standards. The objective of this paper is to present a quality control model for e-learning system that adopts the e-learning platform according to the on-line determination of both user's requirements and global standards. This paper proposed software architecture of quality Management framework for e-learning that could be adopted by different higher education institutes to control the quality of the e-learning process, and assure the quality of the e-learning process outcome. The proposed framework is based on a tri-dimensions quality model. The three dimensions are set of quality requirements for e-learning environment represented in Quality Assurance (QA) policies that will be formalized by using policy based approach, the specifications of e-learning platform that provide learning and teaching activities, and quality control process loop. The architecture for monitor and ensure quality control of the QA policies for e-learning system will deliver the whole learning services in an optimal way. It is also flexible and can be implemented over any e-learning system.

Adaptation algorithms for selecting personalised learning experience based on learning style and dyslexia type

2019 ◽  
Vol 53 (2) ◽  
pp. 189-200 ◽  
Author(s):  
Aisha Yaquob Alsobhi ◽  
Khaled Hamed Alyoubi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Learning Systems ◽  
Learning System ◽  
Fixed Cost ◽  
Learning Material ◽  
Content Type ◽  
E Learning

PurposeThrough harnessing the benefits of the internet, e-learning systems provide flexible learning opportunities that can be delivered at a fixed cost at a time and place to suit the user. As such, e-learning systems can allow students to learn at their own pace while also being suitable for both distance and classroom-based learning activities. Adaptive educational hypermedia systems are e-learning systems that employ artificial intelligence. They deliver personalised online learning interventions that extend electronic learning experiences beyond a mere computerised book through the use of intelligence that adapts the content presented to a user according to a range of factors including individual needs, learning styles and existing knowledge. The purpose of this paper is to describe a novel adaptive e-learning system called dyslexia adaptive e-learning management system (DAELMS). For the purpose of this paper, the term DAELMS will be employed to describe the overall e-learning system that incorporates the required functionality to adapt to students’ learning styles and dyslexia type.Design/methodology/approachThe DAELMS is a complex system that will require a significant amount of time and expertise in knowledge engineering and formatting (i.e. dyslexia type, learning styles, domain knowledge) to develop. One of the most effective methods of approaching this complex task is to formalise the development of a DAELMS that can be applied to different learning styles models and education domains. Four distinct phases of development are proposed for creating the DAELMS. In this paper, we will discuss Phase 3 which is the implementation and some adaption algorithms while in future papers will discuss the other phases.FindingsAn experimental study was conducted to validate the proposed generic methodology and the architecture of the DAELMS. The system has been evaluated by group of university students studying a Computer Science related majors. The evaluation results proves that when the system provide the user with learning materials matches their learning style or dyslexia type it enhances their learning outcomes.Originality/valueThe DAELMS correlates each given dyslexia type with its associated preferred learning style and subsequently adapts the learning material presented to the student. The DAELMS represents an adaptive e-learning system that incorporates several personalisation options including navigation, structure of curriculum, presentation, guidance and assistive technologies that are designed to ensure the learning experience is directly aligned with the user's dyslexia type and associated preferred learning style.

scholarly journals E-learning Systems in the Russian Mining and Metallurgical Sector

2021 ◽  
Vol 2021 (3) ◽  
pp. 315-325
Author(s):  
M. Kazakova ◽  
Tat'yana Selivanova
Keyword(s):  
Digital Economy ◽  
Learning Systems ◽  
Learning System ◽  
Learning Technology ◽  
Employee Survey ◽  
Electronic Learning ◽  
Open Questions ◽  
Educational Processes ◽  
E Learning

This article focuses on the implementation of the national programme "Digital Economy of the Russian Federation" and the federal project "Human Resources for the Digital Economy" in the organisation of the mining and metallurgical complex. The object of the study is e-learning systems. The subject of the study is the processes of using e-learning systems in the organization-basis of the study relating to the mining and metallurgical complex in Russia. The aim of the work is to develop recommendations for the management of organizations that are going to implement distance learning technology in the educational processes of staff. The methodology of the study includes a survey of employees of the organisation under study on the attitude and quality of training in an e-learning system. The experience of personnel training in enterprises with the help of different information systems is considered. The focus is on the analysis of the use of the training and control system "Olympox" in the organisation of the mining and metallurgy industry. The results of an employee survey are given to find out their attitude to the introduction of an electronic learning information system and to the organization of training processes in it. Recommendations on the improvement of information training systems used for personnel assessment and development are offered. Based on the results of the study, it was determined that the quality of personnel development depends on the competent combination of training in a face-to-face format with technology that allows you to practice theory in the form of tests and open questions and practice in the form of cases and exercises to practice working situations in conditions as close to the real.

scholarly journals Analisis Kualitas Website Terhadap Kepuasan Penggunaan Elarning Universitas Bina Darma Sebagai Pembelajaran Di Masa Pandemi Covid 19 Menggunakan Metode WEBQUAL 4.0

2021 ◽  
Vol 2 (4) ◽  
pp. 248-262
Author(s):  
Sisca Monita ◽  
Ilman Zuhri Yadi
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Computer Technology ◽  
User Satisfaction ◽  
Learning Systems ◽  
Learning System ◽  
Distance Learning System ◽  
E Learning ◽  
Positive Effect

E-learning is an electronic distance learning system that uses network and computer technology. There are many models of using e-learning, one of which is the use of e-learning at Bina Darma University during the COVID-19 pandemic, where more use of e-learning and online learning systems during the pandemic period, for this reason the quality of e-learning services can be measured using Webqual. Webqual is a method used to measure website quality based on end users. Webqual is structured in research on 3 dimensions, namely Usability, information, and service interaction. This study aims to determine the quality of the e-learning website of Bina Darma University as student learning taken by 101 students and to find out the most influential indicators in the quality of e-learning. If the alpha value is greater than the R table, then the consistency of the R table is declared valid. On the Likert test scale, it is known that the usability dimension or indicator gets the highest usability level, so the usability dimension has a positive effect on user satisfaction.

scholarly journals Fuzzy Evaluation Model for Enhancing E-Learning Systems

Mathematics ◽  
2019 ◽  
Vol 7 (10) ◽  
pp. 918 ◽  
Author(s):  
Lee ◽  
Wang ◽  
Yu
Keyword(s):  
Sampling Error ◽  
Evaluation Model ◽  
Learning Systems ◽  
Learning System ◽  
Fuzzy Membership Function ◽  
Learning Effectiveness ◽  
Fuzzy Evaluation ◽  
Learning Efficacy ◽  
E Learning

As the environment and information-technology conditions of the Internet of Things matured, various applications were launched. In education, e-learning is promoted so that students’ learning is no longer restricted to the classroom. E-learning schedules are flexible, and learners’ commuting costs are low. Apparently, improving the quality of e-learning systems can enhance learners’ learning effectiveness, satisfaction, engagement, and learning efficacy. A performance evaluation matrix is a useful tool for collecting users’ opinions to assess the performance of an operating system, and it is widely used to evaluate and improve performance in numerous industries and organizations. Therefore, this study used this matrix to construct a model for evaluation and analysis, providing suggestions on improving e-learning systems. This approach maintained the simple response model of Likert scales, which increases the efficiency and accuracy of data collection. Furthermore, the fuzzy membership function of the discriminant index was constructed based on the confidence interval, thereby solving the problems of sampling error and the complexity of collecting fuzzy linguistic data. Besides, we simplified calculations by standardizing test statistics to increase evaluation efficiency. As a result, this study improved the quality of e-learning system, enhanced users’ learning effectiveness, satisfaction, and engagement, and achieved the goal of sustainability.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

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