End User Perspective of E-Learning Using LMS-Like Systems

2018 ◽  
pp. 1936-1970
Author(s):  
Robert Costello
Keyword(s):  
Adaptive Learning ◽  
Management System ◽  
Strong Influence ◽  
Learning Needs ◽  
Future Trends ◽  
End User ◽  
User Perspective ◽  
Personalised Learning ◽  
E Learning ◽  
On Line

In literature, e-learning plays an important part in improving the needs of learners and educators, as well as other stakeholders and institutions. However, this research indicates that e-learning is often used as a repository for uploading academic materials, without taking into consideration characteristics of the learner. This investigation examines a variety of techniques adopted from e-learning, adaptive learning and User Modelling to suggest improvements within industry. Throughout the paper, there will be a strong influence on how future PLEs should be designed and tailored to challenge the end users' perception of on-line education to meet the future needs of the learner, the educator and the institution. Focusing on future trends would allow developers to encapsulate learners motivational and learning needs. These aspects would enable designers to improve usability, functionality and reliability. PLEs are not just a collection of applications tailored towards personalisation, they are significantly more important than that. These systems are designed to be a functioned application/platform/management-system that promotes and encourages Personalised Learning. The research found within the case studies have shown that concepts of PLEs have contributed towards the learners' experience.

End User Perspective of e-Learning using LMS-Like Systems

2017 ◽  
Vol 6 (1) ◽  
pp. 19-49 ◽  
Author(s):  
Robert Costello
Keyword(s):  
Case Studies ◽  
Adaptive Learning ◽  
Strong Influence ◽  
Learning Needs ◽  
Future Trends ◽  
End User ◽  
User Perspective ◽  
Personalised Learning ◽  
E Learning ◽  
On Line

In literature, e-learning plays an important part in improving the needs of learners and educators, as well as other stakeholders and institutions. However, this research indicates that e-learning is often used as a repository for uploading academic materials, without taking into consideration characteristics of the learner. This investigation examines a variety of techniques adopted from e-learning, adaptive learning and User Modelling to suggest improvements within industry. Throughout the paper, there will be a strong influence on how future PLEs should be designed and tailored to challenge the end users' perception of on-line education to meet the future needs of the learner, the educator and the institution. Focusing on future trends would allow developers to encapsulate learners motivational and learning needs. These aspects would enable designers to improve usability, functionality and reliability. PLEs are not just a collection of applications tailored towards personalisation, they are significantly more important than that. These systems are designed to be a functioned application/platform/management-system that promotes and encourages Personalised Learning. The research found within the case studies have shown that concepts of PLEs have contributed towards the learners' experience.

Evaluating E-Learning from an End User Perspective

2014 ◽  
pp. 259-283 ◽  
Author(s):  
Robert Costello
Keyword(s):  
Quality Control ◽  
Learning Environment ◽  
End Users ◽  
User Modelling ◽  
End User ◽  
User Perspective ◽  
Personalised Learning ◽  
E Learning ◽  
On Line ◽  
Evaluation Techniques

Evaluating e-learning is an important measure for quality control, which aims to improve the whole e-learning environment through taking into consideration users’ perceptions and needs, as well as participants, stakeholders, and institutions. However, literature does indicate that institutions are only using e-learning as a repository for uploading academic materials, instead of taking into consideration of features and the learner. This chapter examines a variety of evaluation techniques adopted from e-learning, personalised learning, and User Modelling to suggest improvements within the industry to challenge the end users’ perceptions of on-line education.

Evaluating E-Learning from an End User Perspective

2018 ◽  
pp. 818-844
Author(s):  
Robert Costello
Keyword(s):  
Quality Control ◽  
Learning Environment ◽  
End Users ◽  
User Modelling ◽  
End User ◽  
User Perspective ◽  
Personalised Learning ◽  
E Learning ◽  
On Line ◽  
Evaluation Techniques

Evaluating e-learning is an important measure for quality control, which aims to improve the whole e-learning environment through taking into consideration users' perceptions and needs, as well as participants, stakeholders, and institutions. However, literature does indicate that institutions are only using e-learning as a repository for uploading academic materials, instead of taking into consideration of features and the learner. This chapter examines a variety of evaluation techniques adopted from e-learning, personalised learning, and User Modelling to suggest improvements within the industry to challenge the end users' perceptions of on-line education.

Integrating Culture with E-Learning Management System Design

2011 ◽  
pp. 27-43
Author(s):  
Ray Archee ◽  
Myra Gurney
Keyword(s):  
System Design ◽  
Management System ◽  
Disabled Persons ◽  
Cultural Factors ◽  
Learning Needs ◽  
Online Information ◽  
Student Body ◽  
Tertiary Institutions ◽  
E Learning ◽  
Bare Bones

Although it is a legal requirement of all organizations to permit sensorially, cognitively, and physically disabled persons equitable access to public website information, cultural factors are seldom considered as important in the design of online information content. But many tertiary institutions have a highly diverse, multicultural student body whose learning needs require special attention. Usually, instructors transform existing lectures and exercises, then adds links, and discussions to create Web-supported units, but without any real understanding of possible cultural artifacts or inherent limitations of their online interfaces. This study reports on the results of an action research study whereby students were asked to comment on their preferences for three uniquely different purpose-built WebCT pages which comprised near-identical content. The students showed a definite preference for a sparse, menu-driven webpages as opposed to a colorful, congested, all-in-one interface, or the bare-bones WebCT interface.

Integrated Semantic-Based Composition of Skills and Learning Needs in Knowledge-Intensive Organisations

2007 ◽  
pp. 266-298
Author(s):  
Simona Colucci ◽  
Tommaso Di Noia ◽  
Eugenio Di Sciascio ◽  
Francesco Maria Donini ◽  
Azzurra Ragone
Keyword(s):  
Semantic Web ◽  
Competitive Advantage ◽  
Management System ◽  
Description Logics ◽  
Learning Needs ◽  
Learning Modules ◽  
Current Availability ◽  
E Learning ◽  
Knowledge Intensive ◽  
Skill Management

Holding and creating competences is one of the most strategic activities in organizations, especially in knowledge intensive ones. An organization dealing with a task to perform will firstly check for the required skills among the available personnel. If such a search process leads to discover lacking competencies, organizations may hire external personnel or encourage internal personnel to learn new competencies on the unavailable skills. The current availability of several, well-organized, e-learning modules, makes such possibility appealing and enonomically advantageous. A skill management system performing both the processes of searching among available skills and facilitating the creation of missing ones can hence be a noteworthy source of competitive advantage for a knowledge-intensive organization. We present here an approach and a system for such purpose, which exploits recent advances in semantic-based inference services and technologies.The proposed approach employs Description Logics formalism and reasoning services and is fully in the Semantic Web initiative mainstream.

scholarly journals Landasan Teori Dan Teknologi Informasi Dalam Pengembangan Teknologi Pembelajaran

2014 ◽  
pp. 84-96
Author(s):  
Bambang Warsita Bambang Warsita
Keyword(s):  
Information Technology ◽  
Instructional Technology ◽  
Teaching Machine ◽  
Instructional Model ◽  
Learning Needs ◽  
E Learning ◽  
Infrastructure System ◽  
On Line ◽  
Effectiveness And Efficiency ◽  
Changing Times

Abstrak: Setiap teknologi dibangun atas dasar suatu teori tertentu. Demikian pula teknologi pembelajaran, dibangun atas dasar prinsip-prinsip yang ditarik dari teori dan teknologi informasi. Teknologi informasi adalah sarana dan prasarana (hardware, software, useware) sistem dan metode untuk memperoleh, mengirimkan, mengolah, menafsirkan, menyimpan, mengorganisasikan dan menggunakan data secara bermakna. Teknologi Informasi yang dimaksudkan di sini adalah segala bentuk pemanfaatan komputer dan internet untuk pembelajaran. Model pembelajaran berbasis teknologi informasi yang bersifat off line (multimedia) dan yang bersifat on line (internet) misalnya e-learning. Penggunaan teknologi informasi dalam pembelajaran ini diawali oleh B.F Skinner (1958) yang membuat sebuah mesin pembelajaran (teaching machine) dengan konsep pembelajaran terprogram yang dikembangkan berdasarkan teori belajar behaviorisme. Kontribusi atau dukungan teknologi informasi dalam teknologi pembelajaran untuk dapat menjangkau peserta didik di manapun mereka berada. Selain itu untuk melayani sejumlah besar dari peserta didik yang belum memperoleh kesempatan untuk belajar, memenuhi kebutuhan belajar untuk dapat mengikuti perkembangan zaman, dan meningkatkan efektifitas dan efisiensi dalam belajar.Kata kunci: Teknologi informasi, teknologi pembelajaran, multimedia interaktif, internet.Abstract: Each technology is developed on the basis of a certain theory. It also happens to instructional technology. It is developed on the basis of principles drawn from theory and information technology. Information technology is a facilitation and infrastructure, system and method for attaining, sending, processing, interpreting, organizing, and utilizing data in a significant way. Information technology meant here is any form of utilizing computer and internet for learning. E-learning si an example of off-line and online instructional model. The use of information technology in learning initiated by B. F. Skinner (1958) by developing a teaching machine applying programmed instructional concept based on the behaviorism learning theory. The contribution or support of information technology in instructional technology enables a wider coverage of learners wherever they are. Morever, information technology can serve a great number of learners to get opportunity to access to learning, to fulfill learning needs in order to adapt with the changing times and to improve the effectiveness and efficiency in learning. Keywords: Information technology, instructional technology, interactive multimedia, internet.

scholarly journals Educação on-line - análise da interação, colaboração e produção de conhecimento em um

2008 ◽  
Vol 11 (12) ◽  
pp. 117-132
Author(s):  
Sirléia Ferreira da Silva Rosa
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Minas Gerais ◽  
E Learning ◽  
On Line ◽  
Learning Management ◽  
Belo Horizonte

Neste estudo analisamos o impacto da implementação de uma plataforma e-learning baseada na web (LMS- Learning Management System) em uma disciplina do curso de graduação em pedagogia da Universidade do Estado de Minas Gerais em Belo Horizonte, através do método do estudo de caso. A plataforma denominada moodle permitiu às alunas terem acesso ao conteúdo da disciplina Mídia e Educação a Distância na web, através do download de materiais didáticos, entrega de trabalhos, discussão em fóruns e provas, acesso a vídeos, áudios e links diversos, além de comunicarem entre si. Os resultados deste estudo evidenciaram que as alunas assimilaram com rapidez a utilidade e uso da plataforma, demonstrando um alto nível de interação, aprendizagem em colaboração e construção social do conhecimento, o que foi caracterizado estatisticamente pelo número de acessos a recursos do ambiente, na troca e no teor de mensagens postadas nos diferentes fóruns. Tais resultados demonstraram motivação e abertura dos alunos para a aprendizagem on-line em um ambiente próprio e formal da universidade e confirmaram sua facilidade de uso e importância em processos de ensino-aprendizagem. A natureza da experiência permitiu à professora e às alunas o vislumbramento do uso desse recurso na sua prática profissional formal.

Raising Motivation to Achieve Collaboration in Online Courses

2011 ◽  
pp. 682-691
Author(s):  
Tibor Skala ◽  
Igor Ljubi
Keyword(s):  
Learning Community ◽  
Online Courses ◽  
Learning Needs ◽  
E Learning ◽  
On Line ◽  
Motivation And Learning ◽  
Take All ◽  
The Way

This session will discuss issues raised during author’s involvement in building Croatian e-learning community. Proposed chapter will focus on how online tutor must act to make good collaboration with its students. What kind of barriers are going to be on the way, what is the connection between motivation and learning in e-learning. Conversation in which people do not see each other is rarely long-lasting conversation. Usually they loose interest to subject very quickly. The same principle is applied to on-line course. The teacher (tutor in e-learning) needs to take all the responsibility and all the time should try to motivate the students. The experience gave us the result. It is collective education.

scholarly journals Formation of Individual Educational Trajectory in Adaptive Learning Management Systems

2021 ◽  
Vol 25 (6) ◽  
pp. 36-44
Author(s):  
T. M. Shamsutdinova
Keyword(s):  
Distance Learning ◽  
Adaptive Learning ◽  
Management System ◽  
Structural Model ◽  
Learning Management System ◽  
Learning Model ◽  
Learning Path ◽  
E Learning ◽  
Training Courses ◽  
Learning Management

Purpose of the study. The purpose of this article is to consider the theoretical and practical aspects of designing adaptive training courses aimed at creating an individual educational trajectory, taking into account various mechanisms of adaptation.Materials and methods. This study includes a review of bibliographic sources on the formation of an individual learning path and the implementation of adaptive learning in e-learning courses. It also includes constructing of a structural model of an adaptive learning management system with a description of possible adaptation mechanisms that act as parameters for the formation of a personalized learning path, and a description of an example of the implementation of an adaptive course in the LMS of the Bashkir State Agrarian University.Results. An analysis of factors that influence the choice of a professional educational trajectory is presented. At the same time, different levels of formation of factors are described, for instance, such groups as macrofactors, mesofactors and microfactors are distinguished and characterized. The concept of a flexible adaptive learning model is considered and possible resources (mechanisms) for its adaptation are analyzed. With regard to the management model of the formation of an individual trajectory of training, such parameters as the form of training, the content of training, training methods, the organization of e-learning in the electronic training course, the model of a student, and the trajectory of training are distinguished as adaptation resources. A structural model of an adaptive learning management system is being made, including the following series of structural elements: block of educational content; block of the knowledge control, skills and abilities; communicative block; reflection block; personal identification unit; navigation system; learning path control module. Various approaches to the concept of a learner’s model are also considered (in particular, scalar, overlay and cognitive models).To test the adaptive learning model, an electronic course in the discipline “Informatics and Information Technologies” was designed and implemented in the e-learning management system of the Bashkir State Agrarian University on the LMS Moodle platform. The e-course is used in the educational process for full-time and parttime education, as well as a form of support for distance learning during periods of self-isolation. A comparative analysis of the progress of students who study by using linear and adaptive versions of the e-course is carried out. Students studying with the adaptive version of the e-course showed better learning outcomes. From this, it is concluded that the adaptive course allowed students to better adapt to the conditions of forced distance learning in the new reality.Conclusion. An individual educational trajectory is one of the effective ways of realizing the professional and educational potential of an individual and is based on certain forms, methods, technologies and learning mechanisms. Modern e-learning technologies provide vast opportunities for implementing the concept of personalized flexible learning, in particular, using adaptive training courses. In this case, both the parameters of the learning management environment and the characteristics of the students can act as a resource (parameter) of adaptation.

scholarly journals Analysis & Implementation of Personalisation Parameters in the Development of Computer-Based Adaptive Learning Environment

2020 ◽  
pp. 3-9
Author(s):  
Humam K. Majeed Al-Chalabi ◽  
Aqeel M. Ali. Hussein
Keyword(s):  
Learning Environment ◽  
Adaptive Learning ◽  
Information Seeking ◽  
Working Memory Capacity ◽  
Learning Needs ◽  
Sequential Processing ◽  
Processing Strategies ◽  
Coupling Strategy ◽  
E Learning ◽  
Computer Based

The paper was aimed to identify the ways and to develop the model for the implementation personalised parameter for adaptive learning in the current E-learning environment. The study is qualitative in nature and relied on previous literature. The results highlighted that the personalised parameters which should be considered before the beginning of the course learning process include the level of learner’s knowledge, goals of the leaners, preferences of the language, style of learning, information seeking task, bandwidth, location, and previous level of knowledge. The study also pointed out learning needs, motivation levels, working memory capacity, intelligence, cognitive style, satisfaction, delight, and self-efficacy, the need for help, selfregulated learning, and ongoing interactions, waiting for feedback, ongoing progress, and navigation preference as the parameters for considering in ongoing sessions. The study formulated an implementation design comprising a combination of CBR and RBR strategies. The design is further categorised into standalone and coupling strategies, while the coupling strategy further includes a combination of embedded, co-processing and sequential processing strategies.

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