scholarly journals Challenges in Developing Adaptive Educational Hypermedia Systems

2018 ◽  
pp. 2380-2391 ◽  
Author(s):  
Eileen O'Donnell ◽  
Liam O'Donnell
Keyword(s):  
Complex Systems ◽  
Learning Experience ◽  
Learning Experiences ◽  
User Model ◽  
Student Characteristics ◽  
Design And Development ◽  
The Impact ◽  
Specific Learning ◽  
Educational Hypermedia

The purpose of Adaptive Educational Hypermedia Systems (AEHS) is to provide each learner with learning experiences which have been specially tailored to their specific learning requirements. While the concept of AEHS appears promising; AEHS are very complex systems to design and develop. This article reviews a few of the challenges encountered in the design and development of these complex systems and some of the challenges encountered by educators who propose to use AEHS with their students. A number of the skills required by educators to develop positive learning experiences are discussed. In order to successfully use AEHS educators must decide on what student characteristics to base the adaptive elements of the course. Educators may feel challenged to show the impact that AEHS can have on the learning experience. Educators may have a dilemma in deciding to allow or not to allow (1) students access to their user model and (2) students to edit their user model. Further research is required to explore why AEHS have not yet impacted education as initially expected.

scholarly journals Challenges in Developing Adaptive Educational Hypermedia Systems

2019 ◽  
pp. 204-217
Author(s):  
Eileen O'Donnell ◽  
Liam O'Donnell
Keyword(s):  
Complex Systems ◽  
Learning Experience ◽  
Learning Experiences ◽  
User Model ◽  
Student Characteristics ◽  
Design And Development ◽  
Student Access ◽  
The Impact ◽  
Specific Learning ◽  
Educational Hypermedia

The purpose of adaptive educational hypermedia systems (AEHS) is to provide each learner with learning experiences that have been specially tailored to their specific learning requirements. While the concept of AEHS appears promising, AEHS are very complex systems to design and develop. This chapter reviews a few of the challenges encountered in the design and development of these complex systems and some of the challenges encountered by educators who propose to use AEHS with their students. A number of the skills required by educators to develop positive learning experiences are discussed. In order to successfully use AEHS, educators must decide on what student characteristics to base the adaptive elements of the course. Educators may feel challenged to show the impact that AEHS can have on the learning experience. Educators may have a dilemma in deciding to allow or not to allow (1) student access to their user model and (2) students to edit their user model. Further research is required to explore why AEHS have not yet impacted education as initially expected.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals THE INFLUENCE OF COMPETENCE, LEARNING METHODS, INFRASTRUCTURE FACILITIES ON GRADUATE QUALITY (CASE STUDY (VOCATIONAL HIGH SCHOOL) SMKN 5 BANDUNG INDONESIA)

2020 ◽  
Vol 2 (1) ◽  
pp. 18-43
Author(s):  
Mina Nurliana ◽  
Bambang Sudaryana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Learning Experience ◽  
Learning Experiences ◽  
Control Group ◽  
Vocational High School ◽  
Learning Methods ◽  
Group 10 ◽  
The Impact ◽  
Experimental Group

The main objective of this research is to determine teacher competency requirements that support appropriate learning methods and be able to increase students' high learning desires and establish good learning facilities to determine the achievement of quality graduates and love knowledge. This study is expected to investigate how competencies, learning methods and ideal learning infrastructure can be used to improve students' understanding and comfort of teaching and learning processes that support intellectual quality and love knowledge. This notion arose after discovering that teaching practices for the affective domain were ineffective. Students learn to pass examinations, not to love knowledge. Experiments are conducted for 1 (one) year or 2 semesters, in January - December 2019, to determine the impact of learning experiences on students' academic achievement. The research sample consisted of 10 English teachers and 20 students from the Vocational High School. The students are divided into two groups; the control group (10 students) and the experimental group (10 students). Both groups were taught the same topic and learning objectives for 2 hour. However, the control group was taught using lecture slides, group discussions and closed with a question and answer session. Meanwhile, the experimental group is taught using new instructional instruments that adapt learning experiences that are appropriate to the curriculum. During the teaching session, the teacher observes student participation in all their activities and behavior during the lesson session. To complete this study, tests are conducted to see the impact of the learning experience on students' academic achievement.

Identity and the learning experience of non-traditional students undertaking the specialist practitioner qualification

2021 ◽  
Vol 26 (8) ◽  
pp. 378-383
Author(s):  
Sarah Thirtle
Keyword(s):  
Qualitative Study ◽  
Narrative Inquiry ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Students ◽  
Inquiry Approach ◽  
Non Traditional Students ◽  
The Impact

This small qualitative study is an exploration of the concept of identity and its relationship to the learning experience of non-traditional students undertaking the Specialist Practitioner Qualification in District Nursing. Using a narrative inquiry approach, three participants were asked to recall their experiences 1 year after completing the SPQDN programme. Individual narratives were analysed, and central themes were extracted using NVivo coding. The findings indicated that feelings of academic self-doubt, the impact of past learning experiences and the connotations of being labelled as a student all had an influence on the participants' learning experience.

scholarly journals How to create meaningful learning experiences in an online environment: components from coding student reflections

2019 ◽  
Vol 11 (1) ◽  
pp. 50-62
Author(s):  
Fatemeh H. Mardi
Keyword(s):  
Student Perceptions ◽  
Qualitative Content Analysis ◽  
Learning Experience ◽  
Learning Experiences ◽  
Theoretical Framework ◽  
Student Interest ◽  
Online Environment ◽  
Optimal Learning ◽  
Student Reflections ◽  
The Impact

Abstract This paper examines the learning experiences using student reflections. Data collection was carried out by prompting undergraduate students to reflect on their worst and best experiences, accomplishments, and what they learned through online collaborative activities. The theoretical framework used to explore these experiences was the Community of Inquiry model, which claims the optimal learning experience is at the intersection of three presences (Garrison, Anderson, and Archer, 2000). How can we use these student perceptions of their experiences to create optimal learning experiences in an online environment? Specific teacher characteristics, sense of community, learner effort, sense of improvement and progress, student expectations of online classes, and the impact of feelings and emotion on other presences are some of the themes that surfaced through content qualitative analysis in this study. Students also responded to a validated survey (explicitly prompting the CoI presences) which revealed the impact of lack of student interest in course topics. These themes are valuable because they reveal significant components of students’ learning experiences which can be used to recreate optimal experiences in other settings. This paper builds on the theoretical framework by adding the student perspective and offering a codebook for qualitative content analysis of reflections.

scholarly journals The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education

Revista EIA ◽  
2021 ◽  
Vol 18 (35) ◽  
Author(s):  
Leovy Echeverría Rodríguez ◽  
Ruth Cobos
Keyword(s):  
Collaborative Learning ◽  
Blended Learning ◽  
Computer Science ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Activities ◽  
Computer Supported Collaborative Learning ◽  
Motivational Messages ◽  
The Impact ◽  
Academic Year

The outcomes presented in this paper are associated with the impact of motivational messages sent by a Motivation Booster to the students that participated in blended learning experiences. The aim of the Motivation Booster is to provide personalized and summarized feedback, by means of motivational messages, to the users of Computer-Supported Collaborative Learning systems on their completed collaborative learning activities. The developed Motivation Booster was integrated into the Moodle system. Two blended learning experiences were put into practice at the Universidad Pontificia Bolivariana Montería (Colombia) over an academic year with students enrolled in the course called “Software Engineering” at the Computer Science Department. A group of students participated in the first blended learning experience, and they used the Moodle system without the Motivation Booster. And another group of students participated in the second blended learning experience, where they used Moodle with the developed Motivation Booster. The experimental results give us evidences that the students felt more motivated to work with the Moodle system when they received motivational messages due to the Motivation Booster. Especially students were stimulated to work in a group manner.

scholarly journals The influence of a study abroad program on Japanese university students’ motivation and the elaboration of motivational L2 selves

2020 ◽  
Vol 5 (2) ◽  
pp. 208-229
Author(s):  
Masanori Matsumoto
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Learning Experience ◽  
Learning Experiences ◽  
Prior Learning ◽  
Motivational Intensity ◽  
Learner Perception ◽  
Learning Logs ◽  
Study Abroad Program ◽  
The Impact

Abstract Three university students from Japan on a five-week study-abroad program in Australia participated in a case study that investigated the impact of L2 learning experiences on changes in their motivation, especially in relation to development of their ‘Motivational L2 Selves’ as introduced by Dörnyei (2009). The study collected both qualitative and quantitative data in three interviews and weekly learning logs during the program. The results from the learning logs showed an upward trend in the level of motivational intensity as the program proceeded, with the participants’ positive perception of environmental factors. The study confirmed that learner perception of the same motivational factor could vary, and perception can be affected by their prior learning experience and L1 culture. The study, however, failed to provide positive evidence that the study abroad program can help the elaboration of the L2 Self, although the learning experiences in the L2 context enhanced their instrumental motivation.

scholarly journals The differential impact of learning experiences on international student satisfaction and institutional recommendation

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Ravichandran Ammigan ◽  
John Lawrence Dennis ◽  
Elspeth Jones
Keyword(s):  
Student Satisfaction ◽  
Work Experience ◽  
International Student ◽  
Learning Experience ◽  
Learning Experiences ◽  
Differential Impact ◽  
Experience Teaching ◽  
Willingness To Recommend ◽  
The Impact

This research uses data from i-graduate’s International Student Barometer to investigate the impact of student learning experiences on institutional satisfaction and recommendation for degree-seeking international students. Analyses revealed that evaluations – i.e., how satisfied students are with their experience – are influenced by different learning experience variables from those that impact behavioral intentions – i.e., their willingness to recommend the institution. This study finds that, within the learning experience, ‘teaching’ variables (e.g., “quality of lectures”, “expertise of faculty”) mattered most for overall satisfaction, while ‘study’ variables that often center on later employment (e.g., “employability skills”, “work experience during studies”) predicted the propensity to recommend an institution. In addition, results demonstrated that what students value, in terms of their learning experience, varies significantly when student nationality and destination country are considered. Implications for international educators and researchers are discussed.

scholarly journals Pengalaman Pembelajaran Informal Dalam Kalangan Sukarelawan Mycorps, Kuala Lumpur

2021 ◽  
Vol 13 (2-2) ◽  
Author(s):  
Ainaatul Afifah Md Saleh ◽  
Kassim Thukiman ◽  
Mohd Koharuddin Mohd Balwi ◽  
Muhammed Fauzi Othman ◽  
Mohd Azhar Abd Hamid
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Phenomenological Approach ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Contributing Factors ◽  
Team Members ◽  
The Impact

The study aimed to identify informal learning experiences among MYCORPS volunteers using qualitative methods through semi-structured interviews and using snowball sampling methods. The three objectives of the study were (i) to know the informal learning experiences experienced by the MYCORPS volunteers, (ii) to identify the factors that contributed to the informal learning experiences experienced by the MYCORPS volunteers and (iii) to know the impact of the informal learning experiences experienced by the MYCORPS volunteers. The data obtained were analyzed using thematic analysis method. The informal learning experience is divided into two, soft skills and real skills. The contributing factors to the informal learning experience are learning strategies, outsiders and team members which affects the knowledge, skills and attitudes of volunteers. The chosen phenomenological approach is to understand a phenomenon. The results show that informal learning is experienced through these factors and affects knowledge, skills and attitudes. The study implicates adult learning practitioners, theories used and also the volunteers.

Early learning experience and adolescent anxiety: A cross-cultural comparison between Japan and England

2011 ◽  
Vol 26 (S2) ◽  
pp. 2046-2046
Author(s):  
C.A. Essau ◽  
S.-I. Ishikawa ◽  
S. Sasagawa
Keyword(s):  
Anxiety Disorders ◽  
Information Transfer ◽  
Learning Experience ◽  
Learning Experiences ◽  
Early Learning ◽  
Anxiety Symptoms ◽  
Eastern Culture ◽  
Cross Cultural Comparison ◽  
Anxious Behavior ◽  
The Impact

Anxiety disorders are among the most common psychiatric conditions in children and adolescents. One of the most consistent findings across studies is that anxiety disorders tend to run in families. While these high prevalence rates suggest that anxiety may be “transmitted” within the family, the exact mechanism involved in this transmission is still unclear. An area that has been suggested in the transmission of anxiety from parents to children is the role of learning experiences (i.e., through modeling and information transfer). While these studies have enhanced our knowledge on the association between learning experience and anxiety symptoms, it is not known whether these findings which were based on studies conducted in Western culture could be replicated in Eastern culture.The present study compared the frequency of anxiety symptoms among adolescents in Japan and England, and examined the association between early learning experiences and anxiety symptoms. 299 adolescents (147 from England and 152 from Japan) were investigated. Adolescents in England reported significantly higher levels of anxiety symptoms than adolescents in Japan. No significant differences emerged between the two countries for parent punishment/reinforcement of anxious behavior. However, for non-anxiety symptoms, adolescents in England scored significantly higher in parent punishment and the Japanese sample scored higher in parent reinforcement. Parent verbal transmission about the danger of anxiety and cold symptoms was more common in Japan than in England. The impact of learning experience on adolescent's anxiety seemed to differ across cultures, which underscore the importance of cultural factors on adolescent's anxiety.

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