CONCEPT FOR LINKING LEARNING ANALYTICS AND LEARNING STYLES IN E-LEARNING ENVIRONMENTS

2018 ◽  
Author(s):  
Nadja Zaric ◽  
Rene Roepke ◽  
Ulrik Schroeder
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Analytics ◽  
E Learning

. Learning analytics technology in adaptive electronic learning environments.

2021 ◽  
Vol 92 (2) ◽  
pp. 144-153
Author(s):  
M.R. Attia ◽  
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Rapid Identification ◽  
Electronic Learning ◽  
E Learning ◽  
Mental Abilities ◽  
The Difference ◽  
As If

Adaptive e-learning environments are based on diversifying the presentation of content according to the learning styles of each learner, where the content is presented as if it is directed to each student separately, and activities and tests are presented so that they are sensitive to the different styles of learners and suitable for their mental abilities. These environments depend in their design on intelligence, therefore, these environments can analyze the characteristics and capabilities of learners, each separately, and this is done through learning analytics technology that helps in the rapid identification of the patterns of learners and the development of their behavior within the environment. In this article, firstly we review what adaptive learning environments and its characteristics are; the difference between adaptable and adaptive environments; components of adaptive learning environments. Learning analytics technology is also highlighted; and its importance in adaptive e-learning environments.

scholarly journals A hybrid approach for supporting adaptivity in e-learning environments

2016 ◽  
Vol 33 (5) ◽  
pp. 333-348 ◽  
Author(s):  
Mohammad Al-Omari ◽  
Jenny Carter ◽  
Francisco Chiclana
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Intelligent Agents ◽  
Management System ◽  
Learning Management System ◽  
Hybrid Approach ◽  
Content Type ◽  
E Learning ◽  
Learning Management ◽  
System Prototype

Purpose The purpose of this paper is to identify a framework to support adaptivity in e-learning environments. The framework reflects a novel hybrid approach incorporating the concept of the event-condition-action (ECA) model and intelligent agents. Moreover, a system prototype is developed reflecting the hybrid approach to supporting adaptivity in any given learning management system based on learners’ learning styles. Design/methodology/approach This paper offers a brief review of current frameworks and systems to support adaptivity in e-learning environments. A framework to support adaptivity is designed and discussed, reflecting the hybrid approach in detail. A system prototype is developed incorporating different adaptive features based on the Felder-Silverman learning styles model. Finally, the prototype is implemented in Moodle. Findings The system prototype supports real-time adaptivity in any given learning management system based on learners’ learning styles. It can deal with any type of content provided by course designers and instructors in the learning management system. Moreover, it can support adaptivity at both course and learner levels. Originality/value To the best of the authors’ knowledge, no previous work has been done incorporating the concept of the ECA model and intelligent agents as hybrid architecture to support adaptivity in e-learning environments. The system prototype has wider applicability and can be adapted to support different types of adaptivity.

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

scholarly journals Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Julie Willems
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
Significant Difference ◽  
E Learning ◽  
Style Preferences

<span>What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the </span><em>Index of Learning Styles (ILS)</em><span> (Felder &amp; Silverman, 1988; Felder &amp; Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of the</span><em>ILS</em><span>, suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results</span>

Is Learning as Effective When Studying Using a Mobile Device Compared to Other Methods?

2009 ◽  
pp. 218-233
Author(s):  
Christine Armatas ◽  
Anthony Saliba
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Mobile Phones ◽  
Mobile Technologies ◽  
Delivery Methods ◽  
Print Material ◽  
E Learning ◽  
Lecture Format ◽  
Smart Mobile

A concern with E-Learning environments is whether students achieve superior or equivalent learning outcomes to those obtained through traditional methods. In this chapter the authors present the results of a research study comparing students’ learning outcomes with four different delivery methods - printed study material, lecture format, computers and “smart” mobile phones. The results of our study show that learning outcomes are similar when students study by using a computer, mobile phone, or lecture format, while studying with print material yields slightly superior test results. These findings are discussed in the context of the type of learning used in the study and the factors that impact on the effectiveness of using mobile phones for learning purposes, such as learning styles and attitudes to computers. The authors conclude the chapter by briefly discussing developments in mobile technologies and the opportunities they present for mobile learning.

Analysis of Users in an Immersive Environment for Teaching Science

2019 ◽  
pp. 1-25
Author(s):  
Felipe Becker Nunes ◽  
Manuel Constantino Zunguze ◽  
Kelly Hannel ◽  
Fabiano Ferreira Antunes ◽  
Sérgio Roberto Kieling Franco ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Learning Process ◽  
Sixth Grade ◽  
Teaching Science ◽  
Learning Materials ◽  
Sixth Grade Students ◽  
E Learning ◽  
Immersive Environment

Virtual worlds can be considered immersive e-learning environments, whose characteristics of interactivity, immersion, and collaboration can be applied in different areas of teaching, such as in the field of sciences. In this way, this chapter presents the construction of a virtual world to aid in the teaching of sciences in which different types of learning materials and simulations were developed in the OpenSim platform. A group of sixth grade students used the immersive environment for a semester, being evaluated their learning through a pre- and posttest applied together with an analysis of their learning styles, being realized a correlation between the results obtained. Added to this, usability assessments with interviews about the environment was applied. The results demonstrated the potential of virtual worlds to contribute to the adaptation of the different learning styles in a class and their contribution to the improvement of the learning process.

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