Pedagogical Agents in Online Learning

2011 ◽  
pp. 699-704
Author(s):  
Kevin Carmody ◽  
Zane Berge
Keyword(s):  
Learning Theory ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Pedagogical Agents ◽  
Learning Mechanisms ◽  
Learning Mechanism ◽  
Instructional Role ◽  
Online Classrooms ◽  
Processing Information ◽  
E Learning

Lack of personalization and individualized attention are common issues facing distance education designers and instructors. This is a particularly important deficiency as research has shown that personalization can increase learning greatly in comparison to nonpersonalized, information to student, linear instruction (Clark & Mayer, 2003). Advocates of personalization cite cognitive learning theory as the basis for such an approach; when humans communicate with one another they are continuously processing information, either assimilating or disregarding data and forming an understanding of the information in context of the environment and of the person with whom they are interacting. This is a natural learning mechanism that cognitive learning theories state is the foundation for all deep and lasting instruction (Hein, 1991). Through an engagement of the natural learning mechanisms, or cognitive structures, an individual should be capable of learning efficiently and form a more thorough understanding of a topic. Personalization of text through the use of informal speech and the inclusion of virtual coaches known as pedagogical agents are used as personalizing devices. These are particularly relevant options in the design of nonmoderated e-learning, as personalization is meant to fill the void where the instructor once stood. There are exclusions however, as pedagogical agents have been used in “traditional” online classrooms as well. This article focuses on the use of pedagogical agents in e-learning that: -Provides information on pedagogical agents strengths and weaknesses -Provides research relevant to pedagogical agents instructional role -Provides examples of current use -Discusses possibilities of future implementation.

A Conceptual Framework for Animation Design Based on E-Learning System

2011 ◽  
Vol 267 ◽  
pp. 510-515
Author(s):  
Chai Gang ◽  
Xiao Yu Huang
Keyword(s):  
Critical Thinking ◽  
Conceptual Framework ◽  
Learning Theory ◽  
Principal Axis ◽  
Learning Model ◽  
Learning System ◽  
Learning Theories ◽  
Open Model ◽  
E Learning ◽  
Types Of Instruction

A conceptual framework for the design of PILE for animation design is sketched out. PILE for animation design takes the concept of project as principal axis and focuses on interaction, collaboration, communication and critical thinking. Three main modules (VLMS, PCLP and PFS) of PILE run synergistically under the cooperation of six types of instruction technologies. The application of these elements makes the important aspect of PILE for animation design. In order to center on improving learning, the model of learning is changed from unilateral and close model to multilateral and open model. Accordingly, the framework of PILE for animation design provides a implementation of learning theories, including interactions, Hill's learning theory and projected-based learning model.

scholarly journals Teorias de Aprendizagem e Arquiteturas Pedagógicas: A Relação entre Ambas no Ensino a Distância

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Leonardo Morais
Keyword(s):  
Distance Learning ◽  
Learning Theory ◽  
Learning Theories ◽  
Demand For Education ◽  
Initial Assumption ◽  
E Learning ◽  
On Line ◽  
Secondary Objective ◽  
Architectural Models

A pesquisa teve como objetivo principal apresentar como as principais teorias de aprendizagem se adaptam às modalidades de ensino a distância, sendo os objetivos secundários identificar e apresentar as características das doutrinas utilizadas na elaboração das arquiteturas pedagógicas no EaD. Em função de ser esse o canal de maior expansão e que frequentemente se atualiza das ferramentas tecnológicas utilizadas pela sociedade, o estudo foi realizado no EaD on-line. Foram abordadas as teorias de aprendizagem mais conhecidas e exploradas nos trabalhos de EaD, sendo elas: behaviorista, cognitivista, sociocultural e construtivista. As arquiteturas pedagógicas estudadas foram: a de estudo de caso ou resolução de problema, aprendizagem incidente e de ação simulada. Após estudo das teorias pedagógicas e modelos de arquitetura apresentados, foi possível estabelecer uma relação direta entre um e outro, além de identificar variações: na atuação do papel do professor e no modo operante de como ocorre o ensino a distância para o alcance do propósito final. O resultado final confirma a suposição inicial da pesquisa de que não existe uma teoria específica para o EaD, e que tudo vai variar de acordo com o propósito do curso.Palavras-chave: Teoria de aprendizagem; Arquitetura de aprendizagem; Ensino a distância. Learning Theories and Architectures Pedagogical: The Relationship Between Both in Distance Learning Abstract The research mainly aimed to present how the main learning theories adapt to teaching from a distance. The secondary objective is to identify and present characteristics of the doctrines used in preparing the pedagogical architectures in e-learning courses. The study was conducted online because  e-learning is the largest expanded and connected channel that frequently updates technologic tools used by society. In this work, the best known and explored learning theories in the works distance e-learning have been addressed,, namely: behavioral, cognitive, and sociocultural constructivist. The pedagogical architectures studied were: case study or problem solving, learning incident, and simulated action. After studying the pedagogical theories and architectural models presented, it was possible to establish a direct relationship between them, and identify variations such as the role of the teacher in e-learning for reaching the final purpose. The final result confirms the initial assumption of the research that there is no specific theory for e-learning and that everything will vary according with the purpose of the course. The growing demand for education courses in e-learning and the popularization of internet access will allow new architectural models pedagogical to be created in the future, but always with the support of some learning theory. It is believed that with the passage of time and an increasing empirical basis, there can be more exploration of other theories.Keywords: Learning theory; Learning architecture; Distance learning.

scholarly journals Finally in the spotlight: How contemporary learning theory is saving education online during COVID

2021 ◽  
Vol 19 (6) ◽  
pp. pp642-655
Author(s):  
Paula Charbonneau-Gowdy
Keyword(s):  
Action Research ◽  
Learning Theory ◽  
Teacher Educators ◽  
Social Cognitive ◽  
Teacher Education Program ◽  
Learning Theories ◽  
Student Body ◽  
E Learning ◽  
Teaching Learning ◽  
The Impact

A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.

scholarly journals Connectivism: Learning theory of the future or vestige of the past?

2008 ◽  
Vol 9 (3) ◽  
Author(s):  
Rita Kop ◽  
Adrian Hill
Keyword(s):  
Learning Theory ◽  
Learning Theories ◽  
New Developments ◽  
The Past ◽  
The Future ◽  
The Status ◽  
E Learning ◽  
Approach To Teaching ◽  
Class Room ◽  
Traditional Class

Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of ‘connectivism’ as a learning theory for the digital age. This has led to a number of questions in relation to existing learning theories. Do they still meet the needs of today’s learners, and anticipate the needs of learners of the future? Would a new theory that encompasses new developments in digital technology be more appropriate, and would it be suitable for other aspects of learning, including in the traditional class room, in distance education and e-learning? This paper will highlight current theories of learning and critically analyse connectivism within the context of its predecessors, to establish if it has anything new to offer as a learning theory or as an approach to teaching for the 21st Century.

The Web in the Spider: Associative Learning Theory

2018 ◽  
pp. 11-36
Author(s):  
Vsevolod Kapatsinski
Keyword(s):  
Learning Theory ◽  
Hebbian Learning ◽  
Ideal Observer ◽  
Learning Mechanisms ◽  
Prior Beliefs ◽  
Belief Updating ◽  
Learning Mechanism ◽  
Systems Perspective ◽  
Biological Learning ◽  
The Brain

This chapter provides an overview of basic learning mechanisms proposed within associationist learning theory: error-driven learning, Hebbian learning, and chunking. It takes the complementary learning systems perspective, which is contrasted with a Bayesian perspective in which the learner is an ‘ideal observer’. The discussion focuses on two issues. First, what is a learning mechanism? It is argued that two brain areas implement two different learning mechanisms if they would learn different things from the same input. The available data from neuroscience suggests that the brain contains multiple learning mechanisms in this sense but each learning mechanism is domain-general in applying to many different types of input. Second, what are the sources of bias that influence what a learner acquires from a certain experience? Bayesian theorists have distinguished between inductive bias implemented in prior beliefs and channel bias implemented in the translation from input to intake and output to behaviour. Given the intake and prior beliefs, belief updating in Bayesian models is unbiased, following Bayes Theorem. However, biased belief updating may be another source of bias in biological learning mechanisms.

Implikasi Teori Belajar Kognitif J. Piaget dalam Pembelajaran Bahasa Arab dengan Metode Audiolongual

2021 ◽  
Vol 3 (1) ◽  
pp. 76
Author(s):  
Zahrotul Badi’ah
Keyword(s):  
Language Learning ◽  
Learning Theory ◽  
Cognitive Theory ◽  
Cognitive Learning ◽  
Arabic Language ◽  
Learning Objectives ◽  
Learning Theories ◽  
Literature Study ◽  
Cognitive Learning Theory ◽  
Language Environment

There are so many learning theories, one of which is the cognitive theory. This article aims to examine cognitive learning theory and its implications for learning Arabic. The cognitive learning theory would be explored in depth based on the perspective of J. Piaget's theory and Arabic learning using the audio lingual method. This article is characterized by literature review, data is extracted through literature study and analysed through content analysis. The results found that cognitive theory has implications for learning Arabic with the audio lingual method, which has several aspects, namely: aspects of learning objectives, aspects of learning materials, aspects of language environment, aspects of method use, aspects of learning levels, aspects of learning models and aspects of facilities. Keywords: Cognitive Learning Theory, Arabic Language Learning, Audio lingual Method

scholarly journals The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Christopher Lange ◽  
Jamie Costley ◽  
Seung-Lock Han
Keyword(s):  
Load Condition ◽  
Poor Quality ◽  
Online Instructors ◽  
South Korean ◽  
Processing Information ◽  
E Learning ◽  
Effort Regulation ◽  
Extraneous Load ◽  
Survey Responses ◽  
The Relationship

<p class="3">Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction.</p>

Sign in / Sign up

Export Citation Format

Share Document