scholarly journals A New Learning Path Model for E-Learning Systems

2021 ◽  
Vol 19 (2) ◽  
pp. 20-40
Author(s):  
David Brito Ramos ◽  
Ilmara Monteverde Martins Ramos ◽  
Isabela Gasparini ◽  
Elaine Harada Teixeira de Oliveira
Keyword(s):  
Student Behavior ◽  
Group Formation ◽  
Learning Systems ◽  
Learning System ◽  
Path Model ◽  
New Approach ◽  
Learning Path ◽  
E Learning ◽  
Learning Paths ◽  
Collaborative Activities

This work presents a new approach to the learning path model in e-learning systems. The model uses data from the database records from an e-learning system and uses graphs as representation. In this work, the authors show how the model can be used to represent visually the learning paths, behavior analysis, help to suggest group formation for collaborative activities, and thus assist the teacher in making decisions. To validate the practical utility of the model, the authors created two tools, one to visualize the learning paths and another to suggest groups of students for collaborative activities. Both tools were tested in a real environment, presenting useful results. The authors carried experiments with students from three programs: physics, electrical engineering, and computer science. Experiments show that it is possible to use the proposed learning path to analyze student behavior patterns and recommend group formation with positive results.

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.

scholarly journals An Adaptive E-learning System for Teaching Mobile Applications

2021 ◽  
Vol 10 (9) ◽  
pp. 80-87
Author(s):  
George Pashev
Keyword(s):  
Mobile Applications ◽  
Learning Systems ◽  
Learning System ◽  
Software Implementation ◽  
Learning Goals ◽  
Abstract Model ◽  
Scientific Publications ◽  
Learning Path ◽  
E Learning ◽  
Software Prototype

Support for various aspects of personalization and adaptation of the reviewed tools is not at the desired level of abstraction - very often depends on the specific way in which it is assumed that a learning object will be combined, to build a learning path for going through an e-course, or to achieve learning goals. This document describes an innovative and more abstract model and related software system for adaptive e-learning. A software prototype for adaptive teaching of the disciplines "Mobile Applications" and "Programming applications for mobile devices", taught at Plovdiv University "Paisii Hilendarski” is presented. Objectives are discussed, based on an extensive overview in the field of adaptive e-learning systems and the software implementation of the e-learning tool is presented. Results of specific tests with study activities will be presented in future scientific publications.

Dynamic Group Formation based on a Natural Phenomenon

2016 ◽  
Vol 14 (4) ◽  
pp. 13-26 ◽  
Author(s):  
Amina Zedadra ◽  
Yacine Lafifi ◽  
Ouarda Zedadra
Keyword(s):  
Collaborative Learning ◽  
Group Formation ◽  
Winter Season ◽  
Learning Systems ◽  
Learning System ◽  
Natural Phenomenon ◽  
Cognitive Profiles ◽  
New Approach ◽  
Homogeneous Groups ◽  
Grouping Algorithm

This paper presents a new approach of learners grouping in collaborative learning systems. This grouping process is based on traces left by learners. The goal is the circular dynamic grouping to achieve collaborative projects. The proposed approach consists of two main algorithms: (1) the circular grouping algorithm and (2) the dynamic grouping algorithm (used to update groups). The circular grouping is a novel algorithm to group learners based on their learning and collaborative traces. So, the aim is to form heterogeneous groups based on their profiles. The dynamic grouping algorithm is based on the behavior of penguins when they are moving in the winter season to secure their lives. The new proposed approach used the same behavior of penguins' colony. The proposed approach was applied on a collaborative learning system called LETline 2.0 (http://www.labstic.com/letline/). The developed system was experimented at an Algerian university. After the experiment, the authors observed that their system groups automatically the learners into homogeneous groups and improves their cognitive profiles.

scholarly journals Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Muneer Mahmood Abbad ◽  
David Morris ◽  
Carmel De Nahlik
Keyword(s):  
Technology Acceptance ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Point Of View ◽  
Learning Systems ◽  
Learning System ◽  
Path Model ◽  
It Adoption ◽  
Factors Affecting ◽  
E Learning

The primary questions addressed in this paper are the following: what are the factors that affect students’ adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students’ adoption of an e-learning system in a university in Jordan. E-learning adoption is approached from the information systems acceptance point of view. This suggests that a prior condition for learning effectively using e-learning systems is that students must actually use them. Thus, a greater knowledge of the factors that affect IT adoption and their interrelationships is a pre-cursor to a better understanding of student acceptance of e-learning systems. In turn, this will help and guide those who develop, implement, and deliver e-learning systems. In this study, an extended version of the Technology Acceptance Model (TAM) was developed to investigate the underlying factors that influence students’ decisions to use an e-learning system. The TAM was populated using data gathered from a survey of 486 undergraduate students using the Moodle based e-learning system at the Arab Open University. The model was estimated using Structural Equation Modelling (SEM). A path model was developed to analyze the relationships between the factors to explain students’ adoption of the e-learning system. Whilst findings support existing literature about prior experience affecting perceptions, they also point to surprising group effects, which may merit future exploration.

Factors Associated with students’ Intention to use E-Learning System: A Study from Public Universities of Lahore

2021 ◽  
Vol 9 (2) ◽  
pp. 167-173
Author(s):  
Shagufta Shaheen ◽  
Mubasher Muhammad Kamran ◽  
Saira Naeem ◽  
Tahir Mahmood
Keyword(s):  
Undergraduate Students ◽  
Public Universities ◽  
Positive Impact ◽  
Cross Sectional Study ◽  
Learning Systems ◽  
Learning System ◽  
Policy Implications ◽  
Intention To Use ◽  
Cross Sectional ◽  
E Learning

The study's primary purpose is to explore the factors affecting the students' intention to use e-learning systems in the COVID pandemic. The model of the “Unified theory of acceptance and use of technology” (UTAUT) was used as a theoretical underpinning. The Independent variables include “performance expectancy, effort expectancy, social influence, facilitating condition,” and the dependent variable is the intention to use e-learning systems. The quantitative data were collected from the postgraduate and undergraduate students of the public universities of Lahore. A total of n=411 students were approached, out of which the responses of only 399 were considered valid and were used for Multiple linear regression through SPSS 25. It was a cross-sectional study. It was found that almost all constructs of the model have a significant positive impact on intention to use e-learning systems.  The study's main contribution is exposing the factors that affect the acceptance and use of e-learning systems. This study has several policy implications for policy experts of higher education”.

scholarly journals POSSIBILITIES OF DEVELOPING INTERACTIVE E-LEARNING SYSTEM FOR BORDER GUARDS TRAINING IN THE STATE BORDER GUARD COLLEGE OF THE REPUBLIC OF LATVIA

2020 ◽  
Vol 3 (8) ◽  
pp. 45-53
Author(s):  
Mārtiņš Spridzāns ◽  
Jans Pavlovičs ◽  
Diāna Soboļeva
Keyword(s):  
Scientific Literature ◽  
Online Communication ◽  
The State ◽  
Learning Systems ◽  
Learning System ◽  
Digital Learning ◽  
E Learning ◽  
Research Findings ◽  
The Republic ◽  
Learning Development

Efficient use of educational technology and digital learning possibilities has always been the strategic area of high importance in border guards training at the State Border Guard College of Latvia. Recently, issues related to training during the Covid-19, have spurred and revived the discussion, topicality and practical need to use the potential of e-learning opportunities which brought up unexpected, additional, previously unsolved, unexplored, challenges and tasks to border guards training. New opportunities and challenges for trainers, learners and administration of training process both in online communication and learning administration contexts. In order to find out and define further e-learning development possibilities at the State Border Guard College the authors of this research explore the scientific literature on the current research findings, methodologies, approaches on developing interactive e-learning systems in educational contexts, particularly within the sphere of law enforcement. Based on scientific literature research findings authors put forward suggestions on improving the e-learning systems for border guards training.

scholarly journals INCA: A cognitive multi-agents architecture for designing intelligent & adaptive learning systems

2005 ◽  
Vol 2 (2) ◽  
pp. 99-114 ◽  
Author(s):  
Thierry Nabeth ◽  
Liana Razmerita ◽  
Albert Angehrn ◽  
Claudia Roda
Keyword(s):  
Knowledge Sharing ◽  
Adaptive Learning ◽  
Management Practices ◽  
Learning Systems ◽  
Learning System ◽  
Cognitive Agents ◽  
E Learning ◽  
Personal Agent ◽  
Adaptive Learning Systems ◽  
Multi Agents

This paper presents a cognitive multi-agents architecture called Intelligent Cognitive Agents (InCA) that was elaborated for the design of Intelligent Adaptive Learning Systems. The InCA architecture relies on a personal agent that is aware of the user's characteristics, and that coordinates the intervention of a set of expert cognitive agents (such as story telling agents, assessment agents, stimulation agents or help agents). This InCA architecture has been applied for the design of K"InCA, an e-learning system aimed at helping people to learn and adopt knowledge-sharing management practices.

Role of Usability in E-Learning System

2015 ◽  
pp. 295-312
Author(s):  
Muhammad Ahmad Amin ◽  
Saqib Saeed
Keyword(s):  
Web Application ◽  
Learning Systems ◽  
Learning System ◽  
Web Application Security ◽  
Usability Problems ◽  
Future Version ◽  
E Learning ◽  
Testing Techniques ◽  
User Friendly

Amongst open-source e-learning systems, WebGoat, a progression of OWASP, provides some room for teaching the penetration testing techniques. Yet, it is a major concern of its learners as to whether the WebGoat interface is user-friendly enough to help them acquaint themselves of the desired Web application security knowledge. This chapter encompasses a heuristic evaluation of this application to acquire the usability of contemporary version of WebGoat. In this context of evaluation, the in-house formal lab testing of WebGoat was conducted by the authors. The results highlight some important issues and usability problems that frequently pop-up in the contemporary version. The research results would be pivotal to the embedding of an operational as well as user-friendly interface for its future version.

Value-Satisfaction Grid of E-Learning Systems

2006 ◽  
pp. 116-122
Author(s):  
Yair Levy
Keyword(s):  
System Approach ◽  
Two Dimensions ◽  
Learning Systems ◽  
Learning System ◽  
Assessment Tools ◽  
Mediated Learning ◽  
Perceived Effectiveness ◽  
E Learning ◽  
Significant Achievement ◽  
Complete Set

This chapter provides the rationale of the first of three tools suggested in this book to assess value and satisfaction of e-learning systems in order to provide an assessment of the effectiveness of such systems. The other two tools are presented in the following chapter. The first tool proposed by the conceptual model is the Value-Satisfaction grid which aggregates the learners’ value and satisfaction with e-learning systems in order to indicate the learners’ perceived effectiveness of e-learning systems. The Value-Satisfaction grid also helps indicate the action and improvement priorities that are needed for the characteristics and dimensions of an e-learning system under study. A proposed method of aggregation of learners’ perceived value of e-learning systems and satisfaction with e-learning systems to construct the Value-Satisfaction grid and the two tools presented in the following chapter is also presented in this chapter. The understanding of the Value-Satisfaction grid provides the first building block toward a complete set of assessment tools of learners’ perceived effectiveness of e-learning systems. The development of this set of tools is a significant achievement as scholars have suggested that prior research in technology mediated learning (TML) lacked the overall system approach and concentrated only on one or two dimensions at a time (Alavi & Leidner, 2001a, p. 9).

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