Adaptive Learning Cycle to Improve the Competence-Building for Enterprise Systems in Higher Education

2013 ◽  
pp. 557-580
Author(s):  
Dirk Peters ◽  
Liane Haak ◽  
Jorge Marx Gómez
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Adaptive Learning ◽  
Professional Competence ◽  
Enterprise Systems ◽  
Learning Cycle ◽  
Technology Enhanced Learning ◽  
E Learning ◽  
The Individual ◽  
Actual Learning

Higher education institutes like universities cannot ignore the need to teach well known information systems, like ERP systems. Case studies are the most chosen way to introduce the handling of these systems to fulfill the needs of the international employment market and to provide a practical focus within the education. Effective teaching concepts have to improve this situation by considering the pedagogical aspects, which support the individual learning process of each student. This chapter discusses the changes and challenges of enterprise systems in higher education and provides an overview about the learning theory and the actual learning supporting technology as a basis for our concept. The approach considers actual needs of higher education, e.g. present learning in a lab as well as e-Learning courses supported by new methods in technology-enhanced learning by recording students’ behavior to guide them through the system. Therefore the authors introduce an Adaptive Learning Cycle which considers tracking and analyzing results deduced with mining methods to improve the learning progress. The aim is to achieve positive influences on the progress of the learning process to build up professional competence.

Adaptive Learning Cycle to Improve the Competence-Building for Enterprise Systems in Higher Education

2012 ◽  
pp. 76-99 ◽  
Author(s):  
Dirk Peters ◽  
Liane Haak ◽  
Jorge Marx Gómez
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Adaptive Learning ◽  
Professional Competence ◽  
Enterprise Systems ◽  
Learning Cycle ◽  
Technology Enhanced Learning ◽  
E Learning ◽  
The Individual ◽  
Actual Learning

Higher education institutes like universities cannot ignore the need to teach well known information systems, like ERP systems. Case studies are the most chosen way to introduce the handling of these systems to fulfill the needs of the international employment market and to provide a practical focus within the education. Effective teaching concepts have to improve this situation by considering the pedagogical aspects, which support the individual learning process of each student. This chapter discusses the changes and challenges of enterprise systems in higher education and provides an overview about the learning theory and the actual learning supporting technology as a basis for our concept. The approach considers actual needs of higher education, e.g. present learning in a lab as well as e-Learning courses supported by new methods in technology-enhanced learning by recording students’ behavior to guide them through the system. Therefore the authors introduce an Adaptive Learning Cycle which considers tracking and analyzing results deduced with mining methods to improve the learning progress. The aim is to achieve positive influences on the progress of the learning process to build up professional competence.

Intelligent Agent-Based e-Learning System for Adaptive Learning

2012 ◽  
pp. 145-158
Author(s):  
Hokyin Lai ◽  
Minhong Wang ◽  
Huaiqing Wang
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Adaptive Learning ◽  
Main Idea ◽  
Learning Approaches ◽  
E Learning ◽  
Treatment Interaction ◽  
Multi Agent ◽  
The Individual ◽  
Intended Learning Outcomes

Adaptive learning approaches support learners to achieve the intended learning outcomes through a personalized way. Previous studies mistakenly treat adaptive e-Learning as personalizing the presentation style of the learning materials, which is not completely correct. The main idea of adaptive learning is to personalize the earning content in a way that can cope with individual differences in aptitude. In this study, an adaptive learning model is designed based on the Aptitude-Treatment Interaction theory and Constructive Alignment Model. The model aims at improving students’ learning outcomes through enhancing their intrinsic motivation to learn. This model is operationalized with a multi-agent framework and is validated under a controlled laboratory setting. The result is quite promising. The individual differences of students, especially in the experimental group, have been narrowed significantly. Students who have difficulties in learning show significant improvement after the test. However, the longitudinal effect of this model is not tested in this study and will be studied in the future.

The Potential of IMS Learning Design in E-Learning

2011 ◽  
pp. 65-78
Author(s):  
Diana M. Ragbir ◽  
Permanand Mohan
Keyword(s):  
Learning Process ◽  
Learning Objects ◽  
Learning Design ◽  
Design Specification ◽  
Instructional Needs ◽  
E Learning ◽  
Learning Scenarios ◽  
Actual Learning

This chapter presents the IMS Learning Design Specification and explains how it can be used to enhance the effectiveness of e-Learning scenarios. It shows how to assemble a learning design using elements of the learning process and chunks of content known as learning objects. The chapter proposes several learning design services that can potentially improve the pedagogical expressiveness of the current Learning Design Specification. It also discusses the possibility of storing learning designs in a repository and adapting and personalizing learning designs according to the instructional needs of individual learners. It is hoped that researchers and practitioners will understand how it is possible to go beyond learning objects and create learning designs that more accurately reflect the actual learning process of students and thus appreciate the value in extending the learning design specification to improve pedagogical effectiveness.

scholarly journals Online Learning: Leading e-Learning at Higher Education

2020 ◽  
Vol 7 (1) ◽  
pp. 47-54
Author(s):  
Mutiara Ayu
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Information Age ◽  
Education Technology ◽  
Interactive Technology ◽  
Easy Access ◽  
Substitute Teachers ◽  
Access To Information ◽  
E Learning ◽  
Learning Concept

In the 'Information Age' where the demand of knowledge raises, the students are expected to retrieve more information to support and develop their learning process. Some universities have progressively opened up to the opportunity of e-learning concept, and they are currently integrating e-learning in their teaching to accommodate the diverse need in learning and providing more interactive materials that allow easy access to information.  E-learning has the potential to transform the way of teaching and studying across the board. It can develop standards, and improve involvement in learning. This cannot substitute teachers or lecturers role, but in addition to existing methods it can develop the quality and decrease the time spent. This paper aims at presenting an overview of the extent to which e-learning is used at higher education and explores e-learning from the perspective of students and teachers. It also briefly explains the current condition of e-learning that utilizes interactive technology to enhance the learning experience.Keywords: e-learning, higher education, technology

scholarly journals MODEL TASK-BASED LEARNING UNTUK MEMBANGUN PEMBELAJARAN MANDIRI PADA TUTORIAL ONLINE

2019 ◽  
Vol 20 (1) ◽  
pp. 10-16
Author(s):  
Athiyah Salwa
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Process ◽  
Learning Program ◽  
Assistance Program ◽  
Education Services ◽  
Remote Areas ◽  
Learning Assistance ◽  
E Learning ◽  
Information Media

Distance learning organized by Universitas Terbuka provides many benefits and opportunities for students in remote areas to get higher education services. For the time being, this learning program is facilitated by e-learning assistance program using technology and information media. This learning process emphasizes unlimited materials for students outside the main source, Buku Materi Pokok, that can be accessed whenever and wherever. The main focus of this tutorial online is to give a chance for students to learn in their free time, give them learning assistance, and measure how they understand the materials given. This emphasizes the learning process independently and autonomously. This article tries to give a new sight in this Tutorial Online about a technique or a model that can be applied. This model encompasses practices, assignments, and tasks can be done independently by students. This learning model will improve and build students’ autonomous learning by providing them with authentic yet simple tasks, practical and independent assignments.

Caurviju prasmju pilnveides aspekti augstskolu studiju procesā

2021 ◽  
pp. 82-94
Author(s):  
Dace Stieģele
Keyword(s):  
Higher Education ◽  
General Education ◽  
Learning Process ◽  
Holistic Approach ◽  
Exact Science ◽  
Education Standards ◽  
Study Process ◽  
Attention To Students ◽  
The Individual ◽  
The Impact

In the recent years, the higher education has become widely available to society in many countries in the world, and the enrolment numbers in universities have increased also in Latvia, but the number of obtained qualifications or degrees differ significantly, as well as the percentage of involvement in the exact science study programmes remains low. The author draws attention to students' broad skills as one of the possible preconditions for sustainable studies and concludes that the transversal skills that have been acquired in the learning process and defined in the general education standards largely correspond to a broad skills needed by the students. The acquisition of transversal skills in the learning process, as it is set out in the general education standards of all grades, could be sufficient for starting studies and acquiring a qualification or a degree, however, the reasons for termination of studies are related to the level of acquisition of transversal skills. The results of several studies demonstrate the impact of art for creating an environment and conditions leading to improved academic, social and behavioural study outcomes. In turn, arts therapy, which has its origins in art, psychology and psychotherapy and is based on a holistic approach, focuses on the growth and development of the individual in all areas of human experience: intellectual, emotional, social and spiritual. The results obtained in the theoretical study highlight the need for further theoretical and empirical research on the improvement of transversal skills in the higher education process and on the use of the pedagogical aspect of arts and arts therapy in the improvement of transversal skills in the higher education study process.

Behave Yourself!

2014 ◽  
pp. 14-31
Author(s):  
Jane Lund ◽  
Carolyn Snell
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Empirical Evidence ◽  
Learning Process ◽  
Traditional Education ◽  
Educational Environment ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.

The Impact of the COVID-19 Pandemic on E-Learning Strata Among University Students in Morocco

2021 ◽  
pp. 378-403
Author(s):  
Hind Brigui
Keyword(s):  
University Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Context ◽  
Web Based ◽  
E Learning ◽  
Three Stages ◽  
Actual Learning ◽  
The Impact ◽  
Web Based Education

This chapter investigates the e-learning experience of Moroccan public university students during the COVID-19-prompted quarantine. It aims to identify and analyze the effects of the online learning context during the pandemic on students' actual learning process as divided into three main stages. It consequently attempts to determine and measure means of receiving—technically, mentally, and emotionally—cognizing or understanding, and appropriating class contents online amidst the unintentional shock of the pandemic and the limited affordability and accessibility to web-based education. A sample of 448 students was randomly selected and surveyed by means of an online detailed self-prepared questionnaire in order to test three hypotheses. Results show that learners did not manage to succeed in all the three stages of the e-learning process, which puts their actual e-learning usability and usefulness into question.

Research on the Individual Learning Process Model of the E-Learning System Based on Social Tags

2013 ◽  
Vol 760-762 ◽  
pp. 2056-2059
Author(s):  
Yuan Zhang ◽  
Xia Feng
Keyword(s):  
Learning Process ◽  
Process Model ◽  
Individual Learning ◽  
Learning System ◽  
New Paradigm ◽  
Social Tags ◽  
The Social ◽  
New Learning ◽  
E Learning ◽  
The Individual

In this paper, we believed that social tag is a new paradigm of resource organizing and sharing. It is a very suitable technology using in e-learning systems. We discussed with the learning process in the e-learning system based on social tags. We brought forward a new individual learning process model based on social tags. And we compared with the new learning process model and traditional process model. The new individual learning process model could improve the interaction between learners and between human and computers. The social tags could help the e-learning system build the learners preference model and knowledge model.

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