scholarly journals Implementing E-Learning Ontology to Scale For Provenance

2019 ◽  
Vol 8 (9) ◽  
pp. 670-675
Keyword(s):  
Semantic Web ◽  
Learning Model ◽  
Model Data ◽  
Web Based ◽  
Semantic Data ◽  
Web Based Learning ◽  
Proposed Model ◽  
E Learning ◽  
Academic Resource ◽  
Future Work

This paper explores the aspects of providing education through E-learning model evaluating its relevance to distance education and for ICT systems. A subset of E-learning is a Web based learning that makes the learning -easier, impressive, structured and properly managed. The paper defines an university ontology describing how e-learning provides resources which are available online and designated cloud that can be delivered anywhere any time among the users. In the proposed model data is stored in designated cloud and users are able to share efficiently the same as it provides services to learner. Provenance or trust with respect to the academic resource is a major concern in these types of models, users accessing data must be trustable which help learners, researchers, developers, and users in future work also. This paper proposes an e-learning model which is well organized and structured, such that the machine responds with the accurate, trustable, desired information and results. The paper defines an ontology for semantic structuring, semantic rendering and applies provenance on suggested ontology to achieve authentic results. It is also desired to establish trust of the source contents of the Semantic Web, with the result that a user receiving data will need to verify whether the received data from source is in fact trustable or not. The defined ontogoly is suitable for consumption of both man and machine in the context of the e-learning and Semantic data rendering Web Keywords

scholarly journals Pengembangan Model Pembelajaran Interaktif Berbasis Web: Sebuah Studi Pendahuluan di Jurusan Teknik Elektro Fakultas Teknik Universitas Negeri Padang

2018 ◽  
Author(s):  
Hansi Effendi
Keyword(s):  
Literature Review ◽  
Feasibility Study ◽  
Learning Process ◽  
Teaching And Learning ◽  
Electrical Engineering ◽  
Learning Model ◽  
Web Based ◽  
Web Based Learning ◽  
Engineering Department ◽  
E Learning

This research is a preliminary study that is used as a guide to develop an interactive web-based learning model at Electrical Engineering Department, Faculty of Engineering, Padang State University (PSU). This research is conducted through a literature review on factors that influence the development of web-based learning model; needs assessment through a questionnaire about lecturers and students’ opinion on e-learning; and feasibility study about the readiness of PSU in the implementation of teaching and learning process through e-learning. The result from literature review can be concluded that there are three factors that should be considered in developing web-based learning model, which are: (1) Constructivism; (2) Interactivity; and (3) Student’s Learning Style. The result from need assessment and feasibility study that is conducted in the Electrical Engineering Department and Computer Center of PSU showed that the facilities and infrastructures of PSU are adequate to develop e-learning. Some issues that to be overcome are adding more computers at the campus for students who do not have their own computer and organizing a training for students about the use of e-learning in teaching and learning process.

Supporting Evolution of Knowledge Artifacts in Web Based Learning Environments

2009 ◽  
pp. 142-167
Author(s):  
Dimitris Kotzinos ◽  
Giorgos Flouris ◽  
Yannis Tzitzikas
Keyword(s):  
Semantic Web ◽  
Learning Environments ◽  
Knowledge Creation ◽  
Common Knowledge ◽  
Learning Theories ◽  
Web Based ◽  
Knowledge Repository ◽  
Web Based Learning ◽  
E Learning ◽  
Collaborative Knowledge

The development of collaborative e-learning environments that support the evolution of semantically described knowledge artifacts is a challenging task. In this chapter we elaborate on usage scenarios and requirements for environments grounded on learning theories that stress on collaborative knowledge creation activities. Subsequently, we present a comprehensive suite of services, comprising an emerging framework, called Semantic Web Knowledge Middleware (SWKM), that enables the collaborative evolution of both domain abstractions and conceptualizations, and data classified using them. The suite includes advanced services for ontology change, comparison and versioning over a common knowledge repository offering persistent storage and validation.

scholarly journals Utilizing Web Based Learning as 21st Century Learning Media for Vocational Education

2018 ◽  
Vol 7 (4.33) ◽  
pp. 157
Author(s):  
Ervina Dika Tria Puspitasari ◽  
Herman Dwi Surjono ◽  
Asnul Dahar Minghat
Keyword(s):  
Information Technology ◽  
Vocational Education ◽  
Learning Model ◽  
Internet Technology ◽  
Learning Technology ◽  
Web Based ◽  
Web Based Learning ◽  
The World ◽  
E Learning ◽  
The Right

This study examines the development of information technology that focuses on the use of web based learning as a learning medium in the world of vocational education. Web-based learning provides convenience for students in learning activities such as increasing productivity, flexible and interactive. The results obtained from several literature studies from journal articles, opinion papers, conceptual papers, etc. were analyzed for content related to the use of web based learning in the world of vocational education. The result of the literature review in this paper is that E-learning is a learning process that is poured through internet technology, with the principle of simple, personal, and fast need to be considered. Therefore, the principles and communication of learning need to be designed like conventional learning. The need for developing the right e-learning learning model according to needs. Web base learning is a learning model that requires technological tools, especially information technology such as computers and internet access. In practice, web base learning utilizes internet facilities as a medium for delivering information (material) learning such as websites, e-mail, mailing lists, and news groups. The planned use of web-based learning technology has proven to provide a significant contribution to the world of education, especially for vocational education that requires students to think critically. In implementing web based learning, there are several factors that need to be considered such as supporting facilities and infrastructure, users (students as users and teachers/lecturers/experts as material presenter), readiness of online materials and costs.   

Conclusions

2006 ◽  
Author(s):  
Christopher Walton
Keyword(s):  
Semantic Web ◽  
Large Scale ◽  
Web Search ◽  
Web Based ◽  
E Learning ◽  
Computer Based ◽  
Intelligent Devices ◽  
Automated Data Integration ◽  
The Web

At the start of this book we outlined the challenges of automatic computer based processing of information on the Web. These numerous challenges are generally referred to as the ‘vision’ of the Semantic Web. From the outset, we have attempted to take a realistic and pragmatic view of this vision. Our opinion is that the vision may never be fully realized, but that it is a useful goal on which to focus. Each step towards the vision has provided new insights on classical problems in knowledge representation, MASs, and Web-based techniques. Thus, we are presently in a significantly better position as a result of these efforts. It is sometimes difficult to see the purpose of the Semantic Web vision behind all of the different technologies and acronyms. However, the fundamental purpose of the Semantic Web is essentially large scale and automated data integration. The Semantic Web is not just about providing a more intelligent kind of Web search, but also about taking the results of these searches and combining them in interesting and useful ways. As stated in Chapter 1, the possible applications for the Semantic Web include: automated data mining, e-science experiments, e-learning systems, personalized newspapers and journals, and intelligent devices. The current state of progress towards the Semantic Web vision is summarized in Figure 8.1. This figure shows a pyramid with the human-centric Web at the bottom, sometimes termed the Syntactic Web, and the envisioned Semantic Web at the top. Throughout this book, we have been moving upwards on this pyramid, and it should be clear that a great deal of progress that has been made towards the goal. This progress is indicated by the various stages of the pyramid, which can be summarized as follows: • The lowest stage on the pyramid is the basic Web that should be familiar to everyone. This Web of information is human-centric and contains very little automation. Nonetheless, the Web provides the basic protocols and technologies on which the Semantic Web is founded. Furthermore, the information which is represented on the Web will ultimately be the source of knowledge for the Semantic Web.

Web-Based Interactive Learning and the Effects of Learner Beliefs, Environmental Preferences, and Cognitive Loads

2012 ◽  
pp. 18-30
Author(s):  
Fang-Ying Yang ◽  
Cheng-Chieh Chang
Keyword(s):  
Epistemological Beliefs ◽  
Empirical Studies ◽  
Cultural Beliefs ◽  
Learning Model ◽  
Learner Characteristics ◽  
Environmental Preferences ◽  
Web Based ◽  
Affective Factors ◽  
Learner Beliefs ◽  
Web Based Learning

The objective of this chapter is to present learner characteristics that mediate web-based learning. These characteristics include personal epistemological beliefs, beliefs about web-based learning, social-cultural beliefs, and preferences toward web-based learning environments. In addition to the effects of these affective factors, another factor that is also addressed in the chapter is the cognitive load induced by different web-based curriculum elements. Based on a literature review and the findings of some recent empirical studies, a web-based learning model is proposed to manifest the contributions of learner characteristics on learning in web-based contexts. Educational implications are then drawn corresponding to the web-based learning model.

Goal-Based Framework for Multi-User Personalized Similarities in e-Learning Scenarios

2014 ◽  
Vol 4 (1) ◽  
pp. 1-14 ◽  
Author(s):  
M. Waseem Chughtai ◽  
Imran Ghani ◽  
Ali Selamat ◽  
Seung Ryul Jeong
Keyword(s):  
Collaborative Filtering ◽  
Cold Start ◽  
Traditional Education ◽  
Experimental Result ◽  
Personalized Recommendation ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Learning Scenarios ◽  
Content Based Filtering

Web-based learning or e-Learning in contrast to traditional education systems offer a lot of benefits. This article presents the Goal-based Framework for providing personalized similarities between multi users profile preferences in formal e-Learning scenarios. It consists of two main approaches: content-based filtering and collaborative filtering. Because only traditional content-based filtering is not sufficient to generate the recommendations for new-users, therefore, the proposed work hybridized multi user's collaborative filtering functionalities with personalized content-based profile preferences filtering. The main purpose of this proposed work is to (a) overcome the user-based cold-start profile recommendations and (b) improve the recommendations accuracy for new-users in formal e-learning recommendation systems. The experimental has been done by using the famous ‘MovieLens' dataset with 15.86% density of the user-item matrix with respect to ratings, while the evaluation of experimental results have been performed with precision mean and recall mean to test the effectiveness of Goal-based personalized recommendation framework. The Experimental result Precision: 81.90% and Recall: 86.56% show that the proposed framework goals performed well for the improvement of user-based cold-start issue as well as for content-based profile recommendations, using multi users personalized collaborative similarities, in formal e-Learning scenarios effectively.

From Content Engagement to Cognitive Engagement

2013 ◽  
Vol 4 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Hamdy A. Abdelaziz
Keyword(s):  
Graduate Students ◽  
Study Skills ◽  
Flipped Classroom ◽  
Cognitive Engagement ◽  
Learning Model ◽  
Convenience Sample ◽  
Web Based ◽  
Web Based Learning ◽  
Self Study ◽  
Experimental Group

The objective of this paper was to develop an immersive Web-based learning model and measure its effectiveness on improving self-questioning and self-study skills among graduate students. The proposed model was guided theoretically by the flipped classroom as a new Web-based learning trend. It was also guided pedagogically by active and reflective learning principles that support transforming the teaching and learning practices from content engagement to cognitive engagement. The targeted immersive learning model encompasses four reciprocal phases: Pro-act, Act, Reflect, and Re-act (PARR). A control group post-test only experimental design was applied in this paper to examine the effect of this new learning model on both self-questioning and self-study skills. To validate the suggested model, a convenience sample of graduate students studying an advanced statistics course was selected from the Distance Teaching and Training Program at the Arabian Gulf University during the second semester of the 2012/2013 academic year. The dependent variables in this research were measured by self-questioning skills scale and self-study skills scale. After designing and applying this new immersive Web-based learning model (PARR), findings revealed that using the flipped classroom through this immersive Web-based learning model has a statistical and practical impact on developing self-questioning and self-study skills among graduate students. Each student in the experimental group was able to master self-questioning skills needed to apply quantitative research data analysis knowledge and methods. In addition, each student in the experimental group scored more than theoretical average of the self-study skills scale. The results of this paper may increase the probability and genralizability of using flipped classroom to deliver other statistical course at all educational levels. The contribution of this research is that it qualifies the Web-based instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper will be of benefit to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do.

Using Structural Equations to Validate a New, Integrated Model of Web-Based Learning

2011 ◽  
pp. 467-482
Author(s):  
Arshad Ahmad
Keyword(s):  
Structural Equation ◽  
Learning Model ◽  
Structural Equations ◽  
Model Fit ◽  
Practice Effects ◽  
Equation Modeling ◽  
Integrated Learning ◽  
Web Based ◽  
Theoretical Concepts ◽  
Web Based Learning

This chapter introduces a descriptive model of Web-based learning called The Integrated Learning Model (ILM). The ILM is a data-driven idea, conceptualized from three principle components “knowledge acquisition,” “practice effects,” and “assessment,” and refined with exploratory factor analysis. The Integrated Learning Model (ILM) has at its heart three powerful theoretical concepts that currently enjoy widespread recognition in the educational literature. Structural Equation Modeling was then applied to determine the model fit, and parameter loadings to explain the learning construct.

Enhanced Speech-Enabled Tools for Intelligent and Mobile E-Learning Applications

2010 ◽  
pp. 147-165
Author(s):  
S. A. Selouani ◽  
T. H. Lê ◽  
Y. Benahmed ◽  
D. O’Shaughnessy
Keyword(s):  
New Media ◽  
Recognition Performance ◽  
User Profile ◽  
Learning Material ◽  
Speech Technology ◽  
Web Based ◽  
C Language ◽  
Web Based Learning ◽  
E Learning ◽  
The One

Web-based learning is rapidly becoming the preferred way to quickly, efficiently, and economically create and deliver training or educational content through various communication media. This chapter presents systems that use speech technology to emulate the one-on-one interaction a student can get from a virtual instructor. A Web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton (Canada) is described here. It integrates an Internet Voice Searching and Navigating (IVSN) system that helps learners to search and navigate both the web and their desktop environment through voice commands and dictation. LINC+ also incorporates an Automatic User Profile Building and Training (AUPB&T) module that allows users to increase speech recognition performance without having to go through the long and fastidious manual training process. New Automated Service Agents based on the Artificial Intelligence Markup Language (AIML) are used to provide naturalness to the dialogs between users and machines. The portability of the e-learning system across a mobile platform is also investigated. The findings show that when the learning material is delivered in the form of a collaborative and voice-enabled presentation, the majority of learners seem to be satisfied with this new media, and confirm that it does not negatively affect their cognitive load.

Towards a Personalized E-Learning System

2011 ◽  
pp. 2124-2134
Author(s):  
Elvis Wai Chung Leung ◽  
Qing Li
Keyword(s):  
Online Education ◽  
Economic Benefit ◽  
Learning System ◽  
Development Cost ◽  
Web Based ◽  
Course Materials ◽  
Web Based Learning ◽  
Interactive Environment ◽  
E Learning ◽  
The Web

To cope with the increasing trend of learning demand and limited resources, most universities are taking advantage of Web-based technology for their distance education or e-learning (Montelpare & Williams, 2000). One of the reasons is due to the significant price drop of personal computers in recent decades; the Internet and multimedia have penetrated into most households. Moreover, most students prefer to learn from an interactive environment through a self-paced style. Under the Web-based learning model, students can learn anytime, anywhere because they are not required to go to school on schedule (Appelt, 1997). Meanwhile, universities also enjoy the economic benefit due to the large student base that can share the development cost of course materials and other operational expenses. Gradually, more and more universities follow this similar way to provide online education.

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