scholarly journals Introducing Instruction into a Personalised Learning Environment

10.28945/2778 ◽  
2004 ◽  
Author(s):  
Frank Kurzel
Keyword(s):  
Learning Environment ◽  
Assessment Data ◽  
Web Based ◽  
Formal Assessment ◽  
Personalised Learning ◽  
Instructional Content ◽  
Access Information ◽  
The Individual ◽  
Media Formats

In this paper, we describe the theory and techniques we have employed within a pre-existing learning environment to provide personalised features for students within an IT related domain. Our system is based on concepts, both declarative and practical, that can be combined in different configurations, and displayed in different media formats to account for different students. We also use instructional objects to represent higher level instructional content that play particular roles in a methodology. These objects could be groupings of concepts presented to the learner, or some instructional template that plays another role within the methodology. Students have access to all course metadata through a range of tools, along with web based tools to scrutinise and access information stored about them. This includes both the formal assessment data along with the individual settings that drive the environment.

Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment

2008 ◽  
pp. 544-561
Author(s):  
Maria Aparecida M. Souto ◽  
Regina Verdin ◽  
José Palazzo M. de Oliveira
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Target Population ◽  
Learning Trajectory ◽  
Web Based ◽  
Experimental Learning ◽  
Stage Development ◽  
Two Phases ◽  
The Individual ◽  
Web Learning

Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used to investigate how to model the learner’s Cognitive Ability Level (CAL) based on the observation and analysis of his/her behaviour in a Web-learning environment. In our study, the CAL represents the learner’s cognitive stage development according to Bloom’s taxonomy. The methodology encompasses two phases: (i) the generation of the CAL classes for the target population and (ii) the study of learning trajectories of CAL classes in an experimental learning module. As a result, we have identified the CAL classes’ parametersvalues that best discriminate these classes from the observation and analysis of their learning trajectory on the Web. The entire knowledge obtained from this investigation will make possible to automate the learners’ CAL diagnostic. It will also give us the background to develop Web-learning environment contents.

Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment

2006 ◽  
pp. 21-45
Author(s):  
Maria A.M. Souto ◽  
Regina Verdin
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Target Population ◽  
Learning Trajectory ◽  
Web Based ◽  
Experimental Learning ◽  
Stage Development ◽  
Two Phases ◽  
The Individual ◽  
Web Learning

Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used to investigate how to model the learner’s Cognitive Ability Level (CAL) based on the observation and analysis of his/her behaviour in a Web-learning environment. In our study, the CAL represents the learner’s cognitive stage development according to Bloom’s taxonomy. The methodology encompasses two phases: (i) the generation of the CAL classes for the target population and (ii) the study of learning trajectories of CAL classes in an experimental learning module. As a result, we have identified the CAL classes’ parametersvalues that best discriminate these classes from the observation and analysis of their learning trajectory on the Web. The entire knowledge obtained from this investigation will make possible to automate the learners’ CAL diagnostic. It will also give us the background to develop Web-learning environment contents.

scholarly journals A Social Web-Based Personalized Learning Environment: Proposing a PLE

2020 ◽  
Vol 8 (5) ◽  
pp. 3420-3424
Keyword(s):  
Learning Environment ◽  
Object Representation ◽  
Learning Preferences ◽  
Technology Enhanced Learning ◽  
Knowledge Modeling ◽  
Web Based ◽  
Personal Learning ◽  
Personalised Learning ◽  
E Learning ◽  
Enhanced Learning

The nature of e-learning has been advanced in the manner of how it structures with the advance of Web 2.0 and 3.0. Contemporary educational hypermedia is slowly but surely providing personalised user experience. Research in technology-enhanced learning is now more student oriented, in other words it is as a personalised learning environment. But, according to the progress of projects which has been published, it has been said that personal learning environment is left as a theory and the field has been faded. In this paper we have proposed our model by providing learners with three learning object representation options. In which users will have options to get either up to date content or mostly advanced content first or according to their learning preferences. Domain and knowledge modeling features are also detailed. Finally, empirical results for the affect values of the model were presented.

Identity

2010 ◽  
pp. 331-346
Author(s):  
Radha M. Parikh
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Professional Growth ◽  
Self Monitoring ◽  
Web Based ◽  
Web Based Learning ◽  
Monitoring Strategies ◽  
Virtual Presence ◽  
Independent Functioning ◽  
The Individual

The issue of identity awareness is rarely discussed in the context of its relevance to professional growth or autonomy, and as an essential requirement for independent functioning in a web-based learning environment. The need for integrity is at the core of every interaction, the stress on doing one’s best for the special satisfaction one derives from it, rather than for recognition and awards – these topics are related to awareness of the individual identity and development of a strong professional and ethical self which will help students to remain focused and skilled at self-monitoring strategies, essential in the online learning environment. There are various other issues related to web identity. This chapter will not deal with issues such as telepresence which is related to technological innovation creating a virtual presence, or social presence, which deals with interpersonal interaction; rather the discussion here is more intrapersonal in nature.

Evolving a Social Networking Platform into a Smart Personalised Learning Environment (PLE) or the Other Way Around

2014 ◽  
Vol 3 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Steve Goschnick
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Learning Environments ◽  
Data Structures ◽  
Learning Experience ◽  
Management Systems ◽  
Personal Learning ◽  
Personalised Learning ◽  
Personal Learning Environment ◽  
The Individual

The future of learning environments lies with the merging of the better aspects of Learning Management Systems (LMS), with those popularised in Social Networking platforms, to personalise the individual learning experience in a PLE (Personal Learning Environment). After examining the details of a particularly flexible LMS, followed by the investigation of several key data structures behind the Facebook social networking platform, this paper then demonstrates how such a merging can be done at the conceptual schema level, and presents a list of novel features that it then enables.

scholarly journals Customizing Instruction

10.28945/2870 ◽  
2005 ◽  
Author(s):  
Frank Kurzel
Keyword(s):  
Information Technology ◽  
Adaptive Hypermedia ◽  
Instructional Methodology ◽  
Web Based ◽  
Formal Assessment ◽  
Fine Grained ◽  
Access Information

In this paper, we examine techniques employed to customize features within an information technology related leaning environment. Fine grained concepts form the basis of the system; these are initially configured hierarchically into sessions by the instructor to constitute a week’s worth of work. Tools however, exist to provide other forms of access. This constitutes a separation of the course’s knowledge and skill base from the instructional methodology pursued. A session for example, is an instructor driven grouping that has instructional significance. Other instructional objects or artifacts that play particular roles in a methodology can be specified. We examine a problem based scenario and contrast it with an expository form of delivery. Adaptive hypermedia techniques driven by student profiling, are employed to provide students with feedback on their status with particular concepts. Students have access to all course metadata through a range of tools, along with web based tools to scrutinize and access information stored about them. This also includes the formal assessment maintained for the course and any individual settings used by the environment.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Corpora Processing and Computational Scaffolding for a Web-based English Learning Environment: The CANDLE Project

2013 ◽  
Vol 24 (1) ◽  
pp. 77-95 ◽  
Author(s):  
Hsien-Chin Liou ◽  
Jason S. Chang ◽  
Hao-Jan Chen ◽  
Chih-Cheng Lin ◽  
Meei-Ling Liaw ◽  
...  
Keyword(s):  
Learning Environment ◽  
English Learning ◽  
Web Based

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

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