The virtual education space: Concept, architecture, application

2021 ◽  
pp. 47-54
Author(s):  
S. N. Stoyanov ◽  
T. A. Glushkova ◽  
A. G. Stoyanova-Doycheva ◽  
I. K. Krasteva
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Intelligent Agents ◽  
Focus Of Attention ◽  
Learning System ◽  
Virtual Education ◽  
Independent Learning ◽  
Reference Architecture ◽  
E Learning ◽  
The University

The e-learning environment known as VES (the Virtual Education Space) was created at the University of Plovdiv “Paisii Hilendarski” in Bulgaria step by step for years as each subsequent version was built on the previous one. Initially a learning system called DeLC (the Distributed e-Learning Center) has been implemented to support blended and independent learning at the Faculty of Mathematics and Informatics at the university. DeLC was a successful project, but we identified some problems, connected with interactions between the virtual and the physical world where in fact the learning process takes place. In the following period, we started the development of ViPS (the Virtual Physical Space) based on concepts of CPSS (Cyber-Physical-Social System) and IoT (Internet of Things). VES is the ViPS adaptation to education. VES is the successor to DeLC, it provides e-learning content and e-learning education services for planning, organizing, and conducting the learning process at the Faculty of Mathematics and Informatics of the University of Plovdiv.VES supports various forms of e-learning such as blended learning, self-paced learning, lifelong learning, inclusive and game-based learning (GBL). The following aspects of VES are essential: 1) users are the focus of attention; 2) physical “things” are virtualized; 3) there is integration between the virtual and the physical worlds. Since ViPS is developed as a CPSS ecosystem, users are the focus of attention. This determines the need to develop personal assistants to participate in the processes of the ViPS space on behalf of and in the interest of users. Three intelligent agents are modeled in VES: an internal educational agent, an external educational agent, and a career consultant. MATE (the Multi-Agent Testing Environment) is a component supported in the ViPS space for training and testing of students in a game-based manner. MATE is a set of autonomous agents, each one of which has responsibilities in the common architecture that arise from training and testing needs.As a CPSS space, VES introduces new approaches and scenarios to solve complex problems in the field of e-learning. VES provides a reference architecture, which can be adapted for various forms of education supported by information and communication technologies.

scholarly journals Multi-Agent Adaptive e-Learning System Based on Learning Styles

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
Faith Ngami Kivuva ◽  
Elizaphan Maina ◽  
Rhoda Gitonga
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Intelligent Agents ◽  
Personalized Learning ◽  
Learning Systems ◽  
Learning System ◽  
Personalized Recommendation ◽  
Information Agent ◽  
E Learning ◽  
Multi Agent

Most traditional e-learning system fails to provide the intelligence that a learner may require during their learning process. Different learners have different learning styles but the current e-learning systems are not able to provide personalized learning. In this paper, we discuss how intelligent agents can aid learners in their learning process. Three agents have been developed namely, learner agent, information agent, and tutor agents that will be integrated into a learning management system (Moodle). Learners are provided with a personalized recommendation based on the learning styles.

scholarly journals Penerapan Metode User Centered Design Untuk Mengembangkan E-Learning Universitas Jember Berbasis Mobile

2018 ◽  
Vol 3 (3) ◽  
pp. 85
Author(s):  
Fahrobby Adnan ◽  
Muhammad Huda Muttaqin ◽  
Tio Dharmawan
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
User Satisfaction ◽  
System Development ◽  
Learning System ◽  
User Centered Design ◽  
Design Development ◽  
E Learning ◽  
The University ◽  
User Centered

Aspects of usability or usability in the user's point of view when using and utilizing a product. The use of an inappropriate method in developing the design will increase the number of requests to improve the product after it is finished. Inappropriate method of selecting methods for design development Usually occurs in applications based on Graphical User Interface (GUI), e-commerce websites, cellular services, and also technology in the field of education called e-learning. E-learning is one technology that develops a distance learning system that provides a variety of solutions where the Internet is the medium. Supported by the development of technology supported by smartphones can also be used for the learning process. With the existence of smartphones, students will more easily access learning materials, and teachers will also be easier to share the material to be received. To support the effort to obtain the level of user satisfaction without leaving the specific purpose of making the application itself a user centered design (UCD) method can be applied. UCD is a method that helps users. With the application of this method users will be satisfied and comfortable when using with the system. Based on the concepts of the UCD method and the problems that occur in e-learning especially the University of Jember E-Learning application, it can be seen that the UCD method is suitable to be applied in the development of mobile-based Universitas Jember e-learning applications with the aim of making it easier students and lecturers in the learning process at the University of Jember. This research was conducted in 3 stages, namely data collection, analysis, and system development. The data collection phase consists of literature studies, and questionnaires. The analysis phase is done by processing the data from the questionnaire and conducting usability testing. The development phase is done by building a mobile-based e-learning application. The results of this study are the University of Jember M-Learning application.

scholarly journals E-LEARNING AS A LEADING COMPONENT OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS

2021 ◽  
Vol 1 (194) ◽  
pp. 84-88
Author(s):  
Sergii Galetskyi ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Study Skills ◽  
Communication Technologies ◽  
Economic Transformation ◽  
Educational Process ◽  
Learning System ◽  
Self Study ◽  
Information And Communication ◽  
E Learning ◽  
The University

The evolution of E-learning has been investigated in this article. In all historical epochs, education played an important role in a society. In the conditions of dynamic and ambitious socio-economic transformation of Ukrainian society education becomes the object of new growing requirements of the individual, society and state. These requirements are a major factor of the driving force behind the development of the education system. In this article we outlined new challenges to the qualification of the working force in information society and E-learning, among which are: the need for dynamic adaptation to rapidly changing knowledge and technologies, the acquisition of new skills. The last two decades have been marked by a significant increase in the emphasis on teaching on the basis of information and computer technology. A withdrawal from traditional training was based on the rapid development of the Internet and Covid-19 pandemic. The use of information and communication technologies in education makes it possible to increase its efficiency and accessibility. In addition, some aspects of the implementation of E-learning in the university have been reviwed. Many universities are actively developing a range of technologies, including mixed learning, with the aim of implementing E-learning at the university. Main features of E-learning, as a method for increasing motivation and self-study skills and as a way to improve an access to education, were investigated in the article. It is pointed out that in the structure of E-learning in educational establishments it is necessary to have such elements as: 1) E-learning system environment with the necessary means for communication of participants of E-learning; 2) electronic database of educational material; 3) virtual laboratory; 4) E-learning participants (teachers, students) and technicians (programmers, system administrators, web designers, animators). E-Learning supports self-directed types of learning. High motivation and self-study skills are prerequisites and must be complemented by an appropriately structured didactic learning environment. Self-organization and self-responsibility are important skills within flexible working and learning cultures. An important condition for E-learning: in the E- learning system can learn only highly motivated, focused and organized persons.

scholarly journals PEMANFAATAN APLIKASI VIRTUAL LEARNING BERBASIS ANDROID DALAM MENINGKATKAN KUALITAS PEMBELAJARAN

2019 ◽  
Vol 1 (01) ◽  
pp. 29
Author(s):  
Evan Rosiska
Keyword(s):  
Information And Communication Technologies ◽  
Learning Process ◽  
Positive Impact ◽  
Work Practice ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Learning System ◽  
Process Learning ◽  
Information And Communication ◽  
E Learning

The development of science and technology is currently developing so rapidly, the number of the latest innovations in all areas, including education. The development of media-based learning, information and communication technologies such as e-learning or virtual learning which are capable of improving the quality of interactive learning because users are friendly, useful interface features are used quite comfortable for the user so that the user does not get bored, moreover technologies be accessible anywhere and anytime a user is currently learning system, which is still the conventional good already assessed where all the references in the form of books, student worksheets and other learning media must exist, it is certainly not all students get to have all the references, sometimes a certain disaat-saat user forget bring or had to borrow to the other so that it becomes the bottleneck in the process learning. However, the application of information and communication technology as a medium is required in supporting the learning process, the user can perform the work practice or learn the theories related to the learning process in schools is becoming more easy with the utilization of this technology. Using the method of accompaniment in implementing this activity, that accompany the activities from the beginning until the end of this activity, as well as the explanation of the memperikan benefit that can be obtained with the utilization of android-based applications and the expected able to give a positive impact to a better education.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

2019 ◽  
Vol 11 (11) ◽  
pp. 3079 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Information And Communication Technologies ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Learning System ◽  
Fuzzy Decision Making ◽  
Learning Program ◽  
Learning Scheme ◽  
E Learning

Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

Promoting Greater Interactivity and Participative Learning through Collaborative and Virtual Learning Space

2017 ◽  
pp. 125-139
Author(s):  
Chee Leong Lim ◽  
Siew Fun Tang
Keyword(s):  
Transformative Learning ◽  
Tertiary Education ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Space ◽  
Learning And Teaching ◽  
E Learning ◽  
Participative Learning ◽  
Effective Use ◽  
The University

With the implementation of various innovations and transformative learning and teaching practices, Taylor's University continues to serve as the torchbearer in the sphere of private tertiary education in Malaysia. Since 2012, Taylor's University has embarked on an ambitious journey to re-define student learning for better academic outcomes. The effective use of LMS (Learning Management System) or better known as TIMeS (Taylor's Integrated Moodle e-learning System) @ Taylor's University has yielded highly engaging learning opportunities for students to learn at anytime and anywhere. It is Taylor's University's aim to be in the cutting edge of technology and to implement the finest learning design for its students as the university realizes that learning space plays an important role in producing work-ready graduates.

End-User Quality of Experience-Aware Personalized E-Learning

2011 ◽  
pp. 281-301
Author(s):  
Cristina Hava Muntean ◽  
Gabriel-Miro Muntean
Keyword(s):  
Learning Process ◽  
User Satisfaction ◽  
Quality Of Experience ◽  
Learning System ◽  
Learning Performance ◽  
End User ◽  
Delivery Performance ◽  
E Learning ◽  
Result Analysis

Lately, user quality of experience (QoE) during their interaction with a system is a significant factor in the assessment of most systems. However, user QoE is dependent not only on the content served to the users, but also on the performance of the service provided. This chapter describes a novel QoE layer that extends the features of classic adaptive e-learning systems in order to consider delivery performance in the adaptation process and help in providing good user perceived QoE during the learning process. An experimental study compared a classic adaptive e-learning system with one enhanced with the proposed QoE layer. The result analysis compares learner outcome, learning performance, visual quality and usability of the two systems and shows how the QoE layer brings significant benefits to user satisfaction improving the overall learning process.

scholarly journals Design of Self-practice Listening and Supplementary Vocabulary Exercises for a TOEFL-ITP Preparation Course in Vietnam

2017 ◽  
Vol 5 (2) ◽  
pp. 102
Author(s):  
Duy Ngoc Pham ◽  
Thu Thi Xuan Nguyen
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Educational Software ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Information And Communication ◽  
E Learning

The amount of information to be accumulated at university has been increasing in recent years, so students nowadays are moving towards using computers in the learning process. Application of Information and Communication Technology (ICT), particularly educational software, to facilitate the learning and teaching process has become a more and more popular trend among teachers. In Thai Nguyen University of Technology (TNUT), Vietnam, a multi-disciplinary virtual learning environment (http://e-learning.tnut.edu.vn) has been established on the MOODLE platform. The aim of this paper is to introduce the design of self-practice listening and vocabulary exercises for the TOEFL-ITP preparation course by integrating the exercises designed with the Hot Potatoes and Quizlet into TNUT’s institutional e-learning system. First, the advantages of the e-learning system are discussed. Second, the tools and materials necessary for the design are described. Finally, a suggestion on integrating the listening and vocabulary exercises designed by the Hot Potatoes software and Quizlet into the available e-learning system is introduced.

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