Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment

2006 ◽  
pp. 21-45
Author(s):  
Maria A.M. Souto ◽  
Regina Verdin
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Target Population ◽  
Learning Trajectory ◽  
Web Based ◽  
Experimental Learning ◽  
Stage Development ◽  
Two Phases ◽  
The Individual ◽  
Web Learning

Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used to investigate how to model the learner’s Cognitive Ability Level (CAL) based on the observation and analysis of his/her behaviour in a Web-learning environment. In our study, the CAL represents the learner’s cognitive stage development according to Bloom’s taxonomy. The methodology encompasses two phases: (i) the generation of the CAL classes for the target population and (ii) the study of learning trajectories of CAL classes in an experimental learning module. As a result, we have identified the CAL classes’ parametersvalues that best discriminate these classes from the observation and analysis of their learning trajectory on the Web. The entire knowledge obtained from this investigation will make possible to automate the learners’ CAL diagnostic. It will also give us the background to develop Web-learning environment contents.

Modeling Learner's Cognitive Abilities in the Context of a Web-Based Learning Environment

2008 ◽  
pp. 544-561
Author(s):  
Maria Aparecida M. Souto ◽  
Regina Verdin ◽  
José Palazzo M. de Oliveira
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Target Population ◽  
Learning Trajectory ◽  
Web Based ◽  
Experimental Learning ◽  
Stage Development ◽  
Two Phases ◽  
The Individual ◽  
Web Learning

Our study is concerned with making the instruction suitable to the individual learner’s characteristics. This chapter describes the methodology used to investigate how to model the learner’s Cognitive Ability Level (CAL) based on the observation and analysis of his/her behaviour in a Web-learning environment. In our study, the CAL represents the learner’s cognitive stage development according to Bloom’s taxonomy. The methodology encompasses two phases: (i) the generation of the CAL classes for the target population and (ii) the study of learning trajectories of CAL classes in an experimental learning module. As a result, we have identified the CAL classes’ parametersvalues that best discriminate these classes from the observation and analysis of their learning trajectory on the Web. The entire knowledge obtained from this investigation will make possible to automate the learners’ CAL diagnostic. It will also give us the background to develop Web-learning environment contents.

scholarly journals Are Students Ready to (re)-Design their Personal Learning Environment? The Case of the E-Dynamic.Space

2017 ◽  
Vol 6 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Caroline Kuhn
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Digital Tools ◽  
Web Based ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Scaffold Structure ◽  
Two Phases ◽  
Mind Set ◽  
Skills Use

The goal of this paper is to present the primary findings of the first of two phases of a research project that looks at how can undergraduates be supported to engage meaningfully with digital literacies in a rich-research context. My hypothesis is that stu-dents in the act of (re)-designing and implementing their personal learning environment with available support in a low risk space, will have an authentic learning experience whereby they will deploy digital skills, use knowledge and develop an explorative mind-set hence, improve their digital competences and capabil-ity. Twenty undergraduates where invited to a focus group de-signed with the Visitor and Resident approach to explore and reflect upon their current digital practice. Preliminary findings show scarcity of digital tools in the institutional-resident quadrant. Overall students manifest their reluctance to engage with differ-ent web-based tools to mediate learning because they don’t want to risk their grades and also because they perceive the Internet as too open and loose, generating anxiety and uncertainty. They ask for support and guidance. Nevertheless they acknowledged the need to move from the visitor end to the resident one. The next phase will explore how these findings can inform the design principles of a scaffold structure for the re-design of students’ PLE.

Identity

2010 ◽  
pp. 331-346
Author(s):  
Radha M. Parikh
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Professional Growth ◽  
Self Monitoring ◽  
Web Based ◽  
Web Based Learning ◽  
Monitoring Strategies ◽  
Virtual Presence ◽  
Independent Functioning ◽  
The Individual

The issue of identity awareness is rarely discussed in the context of its relevance to professional growth or autonomy, and as an essential requirement for independent functioning in a web-based learning environment. The need for integrity is at the core of every interaction, the stress on doing one’s best for the special satisfaction one derives from it, rather than for recognition and awards – these topics are related to awareness of the individual identity and development of a strong professional and ethical self which will help students to remain focused and skilled at self-monitoring strategies, essential in the online learning environment. There are various other issues related to web identity. This chapter will not deal with issues such as telepresence which is related to technological innovation creating a virtual presence, or social presence, which deals with interpersonal interaction; rather the discussion here is more intrapersonal in nature.

scholarly journals Introducing Instruction into a Personalised Learning Environment

10.28945/2778 ◽  
2004 ◽  
Author(s):  
Frank Kurzel
Keyword(s):  
Learning Environment ◽  
Assessment Data ◽  
Web Based ◽  
Formal Assessment ◽  
Personalised Learning ◽  
Instructional Content ◽  
Access Information ◽  
The Individual ◽  
Media Formats

In this paper, we describe the theory and techniques we have employed within a pre-existing learning environment to provide personalised features for students within an IT related domain. Our system is based on concepts, both declarative and practical, that can be combined in different configurations, and displayed in different media formats to account for different students. We also use instructional objects to represent higher level instructional content that play particular roles in a methodology. These objects could be groupings of concepts presented to the learner, or some instructional template that plays another role within the methodology. Students have access to all course metadata through a range of tools, along with web based tools to scrutinise and access information stored about them. This includes both the formal assessment data along with the individual settings that drive the environment.

scholarly journals Empirical verifications of web-learning environment to enhance learning effectiveness and motivation in mechanical drawing

2020 ◽  
Vol 10 (2) ◽  
pp. 179
Author(s):  
Tsutomu Sekine
Keyword(s):  
Learning Environment ◽  
Teaching Method ◽  
Learning Motivation ◽  
Related Factors ◽  
Web Based ◽  
Knowledge And Skills ◽  
Effective Learning ◽  
Wide Range ◽  
Web Learning ◽  
The Web

In mechanical drawing class, it is a problem that a lecturer has students get a wide range of knowledge and skills in a class whose time and place are limited in a semester. The situation surrounding the classes has led to insufficient understanding of students. Accordingly, it has been desired to reveal an effective learning method in mechanical drawing class. In this study, a web-learning environment was created on the basis of motivation-oriented teaching method using ARCS model and Gagne’s 9 events of instruction. Then, the web-learning environment was introduced into mechanical drawing class, and the effectiveness was investigated with the comparison of results from paper-based and web-based tests. After that, learning motivation was also assessed using ARCS evaluation sheet. From the results, there existed the advantage of using web-learning environment. In addition, it was remarkable that attention-related factors greatly contributed the enhancement of learning motivation.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Corpora Processing and Computational Scaffolding for a Web-based English Learning Environment: The CANDLE Project

2013 ◽  
Vol 24 (1) ◽  
pp. 77-95 ◽  
Author(s):  
Hsien-Chin Liou ◽  
Jason S. Chang ◽  
Hao-Jan Chen ◽  
Chih-Cheng Lin ◽  
Meei-Ling Liaw ◽  
...  
Keyword(s):  
Learning Environment ◽  
English Learning ◽  
Web Based

Associations Between Higher-Order Values Vary with Age, Education, and Income

2020 ◽  
Author(s):  
Maksim Rudnev
Keyword(s):  
Cognitive Abilities ◽  
Developed Countries ◽  
European Social Survey ◽  
Higher Order ◽  
Group Differences ◽  
Social Survey ◽  
Value Structures ◽  
Younger Age ◽  
The Individual ◽  
Representative Samples

A theory of basic human values relies on the similarity of value structures across countries. It has been well established that the quasi-circumplex value structure as a whole is indeed universal. However, less attention has been paid to the associations between specific values. This study investigated associations between four higher-order values across age, education, and income groups. We analyzed the data from national representative samples collected in 29 countries as part of the fourth round of the European Social Survey with a series of multilevel regressions. Younger age, higher levels of education and income coincided with higher independence of the four adjacent higher-order values, whereas among older, less educated, and less wealthy groups, values tended to merge into a single dimension of Social versus Person Focus. These differences were slightly weaker in more economically developed countries. The group differences in value associations may follow from corresponding differences in the degree of societal and individual empowerment, cognitive abilities, and socialization experiences. Accounting for the individual differences in relations between values may bring deeper understanding and higher predictive power to the studies of links between values and various behaviors or attitudes. , value structure, value interactions, European Social Survey

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