scholarly journals Learning Analytics for Diagnosing Cognitive Load in E-Learning Using Bayesian Network Analysis

2021 ◽  
Vol 13 (18) ◽  
pp. 10149
Author(s):  
Younyoung Choi ◽  
Jigeun Kim
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Cognitive Load ◽  
Bayesian Network ◽  
Diagnostic Information ◽  
Learning Systems ◽  
Learning System ◽  
Extraneous Cognitive Load ◽  
Intrinsic Cognitive Load ◽  
E Learning

A learner’s cognitive load is highly associated with their academic achievement within learning systems. Diagnostic information about a learner’s cognitive load is useful for achieving optimal learning, by enabling the learner to manage and control their cognitive load in the e-learning environment. However, little empirical research has been conducted to obtain diagnostic information about the cognitive load in e-learning systems. The purpose of this study was to analyze a personalized diagnostic evaluation for a learner’s cognitive load in an e-learning system, using the Bayesian Network (BN) as a learning analytic method. Data from 700 learners were collected from Cyber University. A learner’s cognitive load level was measured in terms of three components: extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The BN was built by representing the relationship among the extraneous cognitive load, intrinsic cognitive load, germane cognitive load, and academic achievement. The conditional and marginal probabilities in the BN were estimated. This study found that the BN provided diagnostic information about a learner’s level of cognitive load in the e-learning system. In addition, the BN predicted the learner’s academic achievement in terms of their different cognitive load patterns. This study’s results imply that diagnostic information related to cognitive load helps learners to improve academic achievement by managing and controlling their cognitive loads in the e-learning environment. In addition, instructional designers are able to offer more appropriately customized instructional methods by considering learners’ cognitive loads in online learning.

Collaborative Activities Management System Model (CAMS) for Web-based Virtual Classrooms

2017 ◽  
Vol 2 (2) ◽  
pp. 1-14
Author(s):  
Ibam E. Onwuka ◽  
Agbonifo O. Catherine ◽  
Adewale O. Sunday
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Management System ◽  
Learning Systems ◽  
Learning System ◽  
System Model ◽  
Online Collaborative Learning ◽  
Individual Participant ◽  
E Learning ◽  
Collaborative Activities

Online collaborative learning systems have emerged as one of the most valuable aspects of e-learning systems. E-learning products that lack features for online collaboration among participants are deemed to be incomplete or sub-standard. Collaboration modules within an e-learning system consist of assets for group communication and work “spaces” and facilities. Activities within the collaborative framework of an e-learning system advances collaborative social interaction and the social construction of knowledge. Participants in an e-learning environment get involved in many activities which if not well coordinated could hamper collaboration instead of enhancing it. Therefore, the need to create measurable tools (models) that can coordinate these collaborative activities and provide up-to-date information or status of individual participant and group participants in collaborative activities within an e-learning environment has become inevitable. This work seeks to presents the design of activities management system model for online collaborative learning systems. The model contains some mathematical models for determining the level of involvements of a participant or groups in online classes (class attendance), discussions, project and polls. Their levels of participation are assigned weights and their aggregate value interpreted to give up-to-date status of their involvement in collaborative activities. The model is developed using WAMP tools.

scholarly journals The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Tiong-Thye Goh ◽  
Bing Yang
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Management System ◽  
Learning Management System ◽  
Learning Systems ◽  
Learning System ◽  
Flow Experience ◽  
Learning Engagement ◽  
E Learning ◽  
Learning Management

AbstractE-learning systems are widely deployed in higher education institutions but sustaining students’ continued use of e-learning systems remains challenging. This study investigated the relationship between e-learning engagement, flow experience and learning management system continuance via a mediated moderation interaction model. The context of the study is a Moodle LMS supporting a blended learning environment. After controlling age and gender, a PLS analysis of 92 students’ samples with a reflective flow construct explained 49% of the variance in the research model. The analysis shows that flow mediates e-engagement and perceived ease of use with a direct positive impact on e-learning system continuance. Flow has an indirect impact through perceived usefulness on e-learning system continuance. However, the direct impact of flow on system continuance weakens as e-learning engagement increases. This finding may help to explain the mixed and inconsistent impact of flow in the e-learning system continuance literature. The dual effect of flow suggests that instructors must carefully balance pedagogical decisions intended to heighten flow experience to generate positive learning outcomes through e-engagement and its consequence of reduced impact on continued system use.

University Enhancement System using a Social Networking Approach: Extending E-learning

10.28945/3318 ◽  
2009 ◽  
Author(s):  
Oludele Awodele ◽  
Sunday Idowu ◽  
Omotola Anjorin ◽  
Adebunmi Adedire ◽  
Victoria Akpore
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Learning Process ◽  
Learning Systems ◽  
Learning System ◽  
The Internet ◽  
Open Collaboration ◽  
E Learning ◽  
Learning Institutions ◽  
Enhanced Learning

The proliferation of e-leaming systems in both learning institutions and companies has contributed a lot to the acquisition and application of new skills. With the growth in technology, especially the internet, e-learning systems are only getting better and having more impact on the users. This paper suggests an approach to e-learning that emphasizes active and open collaboration, and also the integration of other services that aid or contribute to the learning process. This approach aims at having an extended and enhanced learning environment that is tied or connected to other systems within the immediate environment or otherwise. We illustrate the possibility and usability of such system in a university, such that other important administrative systems are integrated into the e-learning system, and collaboration is open to both academic and non-academic personnel’s.

scholarly journals Integration of the tagging mechanism in the collaborative e-learning system

2012 ◽  
Vol 13 (1) ◽  
pp. 54-60
Author(s):  
Andrejs Lesovskis ◽  
Vladimirs Kotovs ◽  
Leonids Novickis
Keyword(s):  
Learning Environment ◽  
Semantic Web ◽  
Learning Systems ◽  
Learning System ◽  
Semantic Web Technologies ◽  
Web Technologies ◽  
Combined Use ◽  
E Learning ◽  
Machine Readable

Abstract - The tagging mechanism is a technique that can be used to implement the personalized collaboration in the e-Learning systems, thereby increasing the efficiency of such a system. Semantic Web technologies can be used to enhance tags with machine-readable annotations to improve the accuracy of tag-based recommendation services. The novelty of the proposed approach is the combined use of the Semantic Web technologies and the reuse-oriented model in the development of the e-Learning environment.

Factors Associated with students’ Intention to use E-Learning System: A Study from Public Universities of Lahore

2021 ◽  
Vol 9 (2) ◽  
pp. 167-173
Author(s):  
Shagufta Shaheen ◽  
Mubasher Muhammad Kamran ◽  
Saira Naeem ◽  
Tahir Mahmood
Keyword(s):  
Undergraduate Students ◽  
Public Universities ◽  
Positive Impact ◽  
Cross Sectional Study ◽  
Learning Systems ◽  
Learning System ◽  
Policy Implications ◽  
Intention To Use ◽  
Cross Sectional ◽  
E Learning

The study's primary purpose is to explore the factors affecting the students' intention to use e-learning systems in the COVID pandemic. The model of the “Unified theory of acceptance and use of technology” (UTAUT) was used as a theoretical underpinning. The Independent variables include “performance expectancy, effort expectancy, social influence, facilitating condition,” and the dependent variable is the intention to use e-learning systems. The quantitative data were collected from the postgraduate and undergraduate students of the public universities of Lahore. A total of n=411 students were approached, out of which the responses of only 399 were considered valid and were used for Multiple linear regression through SPSS 25. It was a cross-sectional study. It was found that almost all constructs of the model have a significant positive impact on intention to use e-learning systems.  The study's main contribution is exposing the factors that affect the acceptance and use of e-learning systems. This study has several policy implications for policy experts of higher education”.

To Design an Effective E-Learning System in the Civil Servants' Job-Training

2010 ◽  
Vol 171-172 ◽  
pp. 523-526
Author(s):  
Fu Lei Zhang
Keyword(s):  
Learning Environment ◽  
Job Training ◽  
Learning System ◽  
Chinese Government ◽  
Educational Training ◽  
Knowledge Based ◽  
E Learning ◽  
Learning Policies ◽  
Uniform Manner

The Chinese government is pursuing e-learning policies which makes job-training with a knowledge-based society. To explain more fully the important role of the e-learning environment, this article undertakes some typical examples of the governments' job-training under e-learning environment. The main problems in servants' job-training in China are the low quantity in the servants' training, short of restriction, the uniform manner in the training and less fairness and availability of opportunities for educational training. In order to develop the e-learning system, the civil servant's job training policies are provided and the measures of the effective e-learning system are designed.

scholarly journals POSSIBILITIES OF DEVELOPING INTERACTIVE E-LEARNING SYSTEM FOR BORDER GUARDS TRAINING IN THE STATE BORDER GUARD COLLEGE OF THE REPUBLIC OF LATVIA

2020 ◽  
Vol 3 (8) ◽  
pp. 45-53
Author(s):  
Mārtiņš Spridzāns ◽  
Jans Pavlovičs ◽  
Diāna Soboļeva
Keyword(s):  
Scientific Literature ◽  
Online Communication ◽  
The State ◽  
Learning Systems ◽  
Learning System ◽  
Digital Learning ◽  
E Learning ◽  
Research Findings ◽  
The Republic ◽  
Learning Development

Efficient use of educational technology and digital learning possibilities has always been the strategic area of high importance in border guards training at the State Border Guard College of Latvia. Recently, issues related to training during the Covid-19, have spurred and revived the discussion, topicality and practical need to use the potential of e-learning opportunities which brought up unexpected, additional, previously unsolved, unexplored, challenges and tasks to border guards training. New opportunities and challenges for trainers, learners and administration of training process both in online communication and learning administration contexts. In order to find out and define further e-learning development possibilities at the State Border Guard College the authors of this research explore the scientific literature on the current research findings, methodologies, approaches on developing interactive e-learning systems in educational contexts, particularly within the sphere of law enforcement. Based on scientific literature research findings authors put forward suggestions on improving the e-learning systems for border guards training.

scholarly journals INCA: A cognitive multi-agents architecture for designing intelligent & adaptive learning systems

2005 ◽  
Vol 2 (2) ◽  
pp. 99-114 ◽  
Author(s):  
Thierry Nabeth ◽  
Liana Razmerita ◽  
Albert Angehrn ◽  
Claudia Roda
Keyword(s):  
Knowledge Sharing ◽  
Adaptive Learning ◽  
Management Practices ◽  
Learning Systems ◽  
Learning System ◽  
Cognitive Agents ◽  
E Learning ◽  
Personal Agent ◽  
Adaptive Learning Systems ◽  
Multi Agents

This paper presents a cognitive multi-agents architecture called Intelligent Cognitive Agents (InCA) that was elaborated for the design of Intelligent Adaptive Learning Systems. The InCA architecture relies on a personal agent that is aware of the user's characteristics, and that coordinates the intervention of a set of expert cognitive agents (such as story telling agents, assessment agents, stimulation agents or help agents). This InCA architecture has been applied for the design of K"InCA, an e-learning system aimed at helping people to learn and adopt knowledge-sharing management practices.

Role of Usability in E-Learning System

2015 ◽  
pp. 295-312
Author(s):  
Muhammad Ahmad Amin ◽  
Saqib Saeed
Keyword(s):  
Web Application ◽  
Learning Systems ◽  
Learning System ◽  
Web Application Security ◽  
Usability Problems ◽  
Future Version ◽  
E Learning ◽  
Testing Techniques ◽  
User Friendly

Amongst open-source e-learning systems, WebGoat, a progression of OWASP, provides some room for teaching the penetration testing techniques. Yet, it is a major concern of its learners as to whether the WebGoat interface is user-friendly enough to help them acquaint themselves of the desired Web application security knowledge. This chapter encompasses a heuristic evaluation of this application to acquire the usability of contemporary version of WebGoat. In this context of evaluation, the in-house formal lab testing of WebGoat was conducted by the authors. The results highlight some important issues and usability problems that frequently pop-up in the contemporary version. The research results would be pivotal to the embedding of an operational as well as user-friendly interface for its future version.

E-Learning Ecosystems Through the Co-Creation of Value From Service Ecosystems

2019 ◽  
pp. 106-123
Author(s):  
Lorna Uden
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Physical Environment ◽  
Service System ◽  
Learning System ◽  
E Learning ◽  
Service Ecosystems ◽  
Learning Ecosystem ◽  
Learning Professionals

Recently the e-learning community has begun to view the e-learning environment as a self-sustaining ecosystem that provides learners with the tools and surroundings they need to achieve their learning. An e-learning ecosystem is a community where organisms interact with one another and with their physical environment. Every organism has a role to fulfil and there must be a harmonious balance between all aspects of the ecosystem in order for the organisms to flourish and evolve. An e-learning system can be considered as a service system—the application of competences for the benefit of another. What exactly are the characteristics of an e-learning ecosystem and how can e-learning professionals create such an ecosystem that provide values for the different elements of the e-learning ecosystem? This chapter shows the concepts of service ecosystems that can be used to design an effective e-learning ecosystem that will provide value to the different stakeholders involved.

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