A Web-Based Collaborative Learning System Using Concept Maps

2016 ◽  
pp. 916-936 ◽  
Author(s):  
Anal Acharya ◽  
Devadatta Sinha
Keyword(s):  
Collaborative Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Systems ◽  
Learning System ◽  
Short Message ◽  
Web Based ◽  
Before And After ◽  
Collaboration Process ◽  
Tools And Techniques

The growth of communication technologies in the last two decades has led to development of web based learning systems for a variety of applications. The efficiency of such learning systems has often been enhanced by the use of collaboration tools and techniques. This study proposes a method of collaboration for construction of Concept Map of learning among a set of ‘n' learners divided into ‘k' groups using Short Message Services (SMS). This concept map is used as a sequence for construction of learning system. The functional modules of the architecture of this system are derived from the ‘Extended' theory of Meaningful learning proposed by David Ausubel. Two approaches have been used for evaluating this collaborative learning system. Firstly, paired t-test was conducted on student marks before and after collaboration to find the degree of significance between these. Secondly, efficiency of the collaboration process is computed using a set of Collaborative Efficiency Indexes (CEI) derived from a set of proposed metrics.

An Intelligent Web-Based System for Diagnosing Student Learning Problems Using Concept Maps

2016 ◽  
Vol 55 (3) ◽  
pp. 323-345 ◽  
Author(s):  
Anal Acharya ◽  
Devadatta Sinha
Keyword(s):  
Concept Maps ◽  
Positive Impact ◽  
Concept Map ◽  
Learning System ◽  
Traditional Learning ◽  
Prototype System ◽  
Regression Equations ◽  
Learning Sequence ◽  
Web Based ◽  
Java Programming

The aim of this article is to propose a method for development of concept map in web-based environment for identifying concepts a student is deficient in after learning using traditional methods. Direct Hashing and Pruning algorithm was used to construct concept map. Redundancies within the concept map were removed to generate a learning sequence. Prototype learning system was developed based on this learning sequence using Android Emulator. For analysis purpose, 42 learners were given to learn the course Java Programming taught at graduation level. A posttest was conducted after learning for evaluation purpose. Multiple regression analysis method was applied on these results to develop regression equations for the proposed method of learning. Statistical Package for Social Sciences software was used for statistical analysis purposes. It was found that posttest results are directly proportional to the quality of traditional learning. Better quality students require less time in constructing prototype system. Further concept mapping was found to have a positive impact on proposed method of learning. When the number of concepts is large, a learning sequence among these can be generated using the proposed method. This learning sequence can be used to identify the concept a student needs additional learning.

Automated Detection and Removal of Cycles in a Concept Map

2021 ◽  
pp. 305-321
Author(s):  
Anal Acharya ◽  
Madhurima Ghosh ◽  
Saran Jha
Keyword(s):  
Online Learning ◽  
Graph Theory ◽  
Concept Maps ◽  
Concept Map ◽  
Automated Detection ◽  
Learning Systems ◽  
Depth First Search ◽  
Java Program ◽  
The Future ◽  
Effective Use

Over the years, concept maps have been used by several researchers to construct online learning systems. This is due to their flexibility in organizing knowledge. However, for effective use of concept maps in education, detection, and removal of cycles within them is necessary. Cycles in a concept map may result in ambiguity and confusion as one concept can lead back to itself. This study first gives brief details about concept maps and their applications in the field of education. A popular algorithm of graph theory depth-first search is then used for detection of cycles. If any cycles are found, they are removed from the graph in an iterative fashion until there are no more cycles in the graph. A Java program was written to simulate the proposed algorithm and found to yield desired results on sample graphs. Finally, the future uses of concept maps have been discussed.

A Personalized Collaborative Learning Model Base on ACO Clustering

2011 ◽  
Vol 135-136 ◽  
pp. 111-116 ◽  
Author(s):  
Rui Zeng ◽  
Ying Yan Wang
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Intelligent Agent ◽  
Control Program ◽  
Learning System ◽  
Main Body ◽  
Long Distance ◽  
Web Based ◽  
The Individual ◽  
The Web

At present, the web-based collaborative learning is the main form of long-distance learning and it has been widely used in the distance learning domain. However, the main body-intelligence degree of the existing Web learning system is low; the existing system lacks to the support of the personal study, which has hindered the individual skill of the users. According to the question that exists in the collaborative Learning, I constructed the intelligent agent model of collaborative Learning which is composed of main control program, student proxy, teaching proxy and the information proxy based on the intelligent agent technology which belongs to the domain of Artificial Intelligence and I discussed emphatically how to effectively realize the personal study by using the machine learning and the data mining method. It can cause the web-based cooperative learning developing along the direction of intelligent and personal

scholarly journals Design and Development of a Web-based Student Screening Module as Part of a Personalized Learning System

TEM Journal ◽  
2021 ◽  
pp. 1454-1460
Author(s):  
Pavel Zlatarov ◽  
Ekaterina Ivanova ◽  
Galina Ivanova ◽  
Julia Doncheva
Keyword(s):  
Personalized Learning ◽  
Learning Systems ◽  
Learning System ◽  
Practical Implementation ◽  
Design Development ◽  
Web Based ◽  
The Past ◽  
Development Level ◽  
Recent Developments ◽  
E Learning

Various researchers, institutions and companies have been increasingly working on and using e-learning systems in the past. However, with the recent developments, the demand for learning systems that can adapt to learners’ need and development level has risen considerably. A lot of learning from a distance requires new approaches in teaching, It is more important than ever for teachers to be able to accurately test students’ knowledge, determine the appropriate level of difficulty and adjust content accordingly. This paper describes the design, development and use of a web-based application used to prepare tests for students and determine their level as a module of an integrated personalized learning system. Results from a practical implementation of the system are also discussed.

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.

Web-Based Collaborative Learning System and Its Key Techniques

2015 ◽  
Vol 10 (12) ◽  
pp. 405-412 ◽  
Author(s):  
Yanhui Xia ◽  
Zhengyou Wang ◽  
Yi Li ◽  
Jinfeng Hu
Keyword(s):  
Collaborative Learning ◽  
Learning System ◽  
Web Based ◽  
Key Techniques

scholarly journals An empirical study of authentication methods to secure e-learning system activities against impersonation fraud

2016 ◽  
Vol 4 (1) ◽  
pp. 42-61 ◽  
Author(s):  
Shauna Beaudin ◽  
Yar Levy ◽  
James Parrish ◽  
Theon Danet
Keyword(s):  
Exploratory Study ◽  
Learning Systems ◽  
Learning System ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Web Based ◽  
Academic Organizations ◽  
E Learning ◽  
The One ◽  
High Level

The demand for e-learning systems in both academic and non-academic organizations has increased the need to improve security against impersonation fraud. Although there are a number of studies focused on securing Web-based systems from Information Systems (IS) misuse, research has recognized the importance of identifying suitable levels of authenticating strength for various activities. In e-learning systems, it is evident that due to the variation in authentication strength among controls, a ‘one size fits all’ solution is not suitable for securing diverse e-learning activities against impersonation fraud. The focus of this exploratory study was to investigate what levels of authentication strength users perceive to be most suitable for activities in e-learning systems against impersonation fraud and aimed to assess if the ‘one size fits all’ approach that is mainly used is valid when it comes to securing e-learning activities from impersonation fraud. A sample of 1,070 e-learners was analyzed using descriptive statistics and exploratory factor analysis to uncover suitable levels of authentication strength to secure elearning activities against impersonation fraud. The findings determined that there is a specific set of e-learning activities that have high potential for impersonation and need a moderate to high level of authentication strength to reduce the threat.

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