scholarly journals Student model initialization using domain knowledge ontology representative subset

2020 ◽  
Vol 10 (1) ◽  
pp. 60
Author(s):  
Ani Grubišić ◽  
Branko Žitko ◽  
Slavomir Stankov
Keyword(s):  
Domain Knowledge ◽  
Initial Test ◽  
Student Model ◽  
Student Knowledge ◽  
New Approach ◽  
Learning And Teaching ◽  
Representative Subset ◽  
E Learning ◽  
Model Initialization

In intelligent e-learning systems that adapt a learning and teaching process to student knowledge, it is important to adapt the system as quickly as possible. However, adaptation is not possible until the student model is initialized. In this paper, a new approach to student model initialization using domain knowledge representative subset is described. The approach defines which concepts from domain knowledge should be included in the initial test so the system can make conclusions about what students truly know about domain knowledge. This representative subset of domain knowledge is defined using non-semantic mathematical approach based on graph theory. The initial test, created over a domain knowledge representative subset, guarantees encompassing all concepts that are relevant to domain knowledge. A two-level case study is conducted on what would be the representative subset of one selected domain knowledge. It compares semantically selected domain knowledge representative subsets (semantical analysis was done by domain area experts) to a non-semantical, mathematically selected domain knowledge representative subset. The results of the case study show that problems of inequality of semantically selected domain knowledge representative subsets are easily overcome using the presented approach.

scholarly journals Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case study

2021 ◽  
Vol 15 (10) ◽  
pp. 4
Author(s):  
Hong-Thu Thi Nguyen
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Traditional Learning ◽  
Viet Nam ◽  
New Approach ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Barriers ◽  
Quasi Experimental

<p>In response to a public health emergency of COVID-19 pandemic, changing learning and teaching from face to face mode to online one is determined to be imperative. The fact that classrooms were temporarily prevented from continuing did not mean that learning and teaching were suspended. It was going on in a new approach supported by technology, which challenges students and teachers with various barriers. The paper explored the correlation between online learning barriers and motivations, whether the motivation-boosting strategies could help students overcome challenges in online learning duration and had any impact on students’ academic achievement or not. A quasi-experimental research was applied for 288 third-year students of law joining the second criminal law course at a university in Viet Nam. The experiment was conducted with the assistance of LMS, Microsoft Team, Skype and Zoom, along with Socrative, Kahoot and Social networks. The findings revealed that the extrinsic barriers had more impact on motivation than intrinsic ones; extrinsic barriers had high impact on the motivation and the learning results of students compared to the traditional learning method. The data also expressed that the motivation-boosting activities in the online learning process led positive changes in students’ learning motivation and academic achievement.<strong></strong></p>

Beyond Learning

2015 ◽  
pp. 191-213 ◽  
Author(s):  
Andrea Corleto ◽  
Veronica Tomassetti
Keyword(s):  
Carbon Capture ◽  
Summer School ◽  
Carbon Capture And Storage ◽  
Constructivist Approach ◽  
New Approach ◽  
Construction Of Knowledge ◽  
E Learning ◽  
The University ◽  
And Storage

The chapter analyzes the theme of collaboration in scientific research through Web 2.0 IT tools and a constructivist approach to knowledge, learning, and e-learning. It analyzes, in particular, the case of Sulcis CCS Summer School. Organized by ENEA, Sotacarbo, and the University of Cagliari, the school provided information and materials on technological aspects of Carbon Capture and Storage (CCS). This work might become the model for a new approach to education and research thanks to collaborative learning using the LMS Moodle. In this case study, the construction of knowledge moves from a teacher-centered model to one based on a community of practice. This model is naturally a “prototype,” an experiment in progress, that needs to be refined through further experiences.

Enhancing reading skills through adaptive e-learning

2019 ◽  
Vol 16 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Julie Villesseche ◽  
Olivier Le Bohec ◽  
Christophe Quaireau ◽  
Jeremie Nogues ◽  
Anne-Laure Besnard ◽  
...  
Keyword(s):  
Primary School ◽  
Fifth Grade ◽  
Learning Tool ◽  
Content Type ◽  
Learning And Teaching ◽  
Implicit Information ◽  
Learning Platform ◽  
E Learning ◽  
Adaptive Environment

Purpose E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French). Design/methodology/approach The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year. Findings This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade). Originality/value In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.

scholarly journals e-Learning objects in the cloud: SCORM compliance, creation and deployment options

2017 ◽  
pp. 449-467
Keyword(s):  
Large Scale ◽  
Global Scale ◽  
Learning Opportunities ◽  
Learning Objects ◽  
Online Learning Environments ◽  
Teaching Resources ◽  
Student Activities ◽  
Learning And Teaching ◽  
E Learning

In the field of education, cloud computing is changing the way learning is delivered and experienced, by providing software, storage, teaching resources, artefacts, and knowledge that can be shared by educators on a global scale. In this paper, the first objective is to understand the general trends in educational use of the cloud, particularly the provision of large scale education opportunities, use of open and free services, and interoperability of learning objects. A review of current literature reveals the opportunities and issues around managing learning and teaching related knowledge in the cloud. The educational use of the cloud will continue to grow as the services, pedagogies, personalization, and standardization of learning are refined and adopted. Secondly, the paper presents an example of how the cloud can support learning opportunities using SCORM interoperable learning objects. The case study findings show that, while the use of SCORM enables a variety of trackable learning opportunities, the constraints of maintaining the currency of the learning also need to be considered. It is recommended that the SCORM content are combined with cloud based student activities. These learning objects can be used to support alternative learning opportunities within blended and online learning environments.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

2017 ◽  
Vol 9 (2) ◽  
pp. 67-71
Author(s):  
Herru Darmadi ◽  
Yan Fi ◽  
Hady Pranoto
Keyword(s):  
Learning Objects ◽  
Authoring Tool ◽  
Learning Object ◽  
Web Content ◽  
Web Browser ◽  
E Learning ◽  
Index Terms ◽  
Accessibility Guidelines ◽  
Content Accessibility

Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

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