Facilitating Learning Resource Retrieval for Students with Disabilities through an Ontology-Driven and Disability-Aware Virtual Learning Environment

2015 ◽  
Vol 5 (3) ◽  
pp. 75-98 ◽  
Author(s):  
Julius T. Nganji ◽  
Mike Brayshaw
Keyword(s):  
Students With Disabilities ◽  
Virtual Learning ◽  
Relevant Information ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Educational Institutions ◽  
Technology In Education ◽  
Learning Materials ◽  
Web Based ◽  
E Learning

Existing virtual learning environments (VLEs) in educational institutions are not designed with the expectation that students with disabilities will use them. Consequently, retrieving relevant information by some students with disabilities is a challenging task. The focus of this study was to propose the design of VLEs to incorporate ontologies that facilitate information retrieval by students with disabilities in their learning, thus serving as a semantic web-based assistive technology in education. An Ontology-Driven Disability-Aware Personalised E-Learning System (ONTODAPS) was designed and then used to recommend specific learning materials to learners based on their learning goal and disability type. Preliminary results of the evaluation of ONTODAPS, by 30 students with disabilities, indicate that 70% of the participants found ONTODAPS to offer a better personalisation, better access to learning materials (68%) and is easier to use (63%) in retrieving learning materials than Sakai. Thus ONTODAPS serves as an assistive tool in their education through retrieval of relevant learning materials in a suitable format which is compatible with their disability.

Facilitating Learning Resource Retrieval for Students with Disabilities through an Ontology-Driven and Disability-Aware Virtual Learning Environment

2016 ◽  
pp. 1668-1688 ◽  
Author(s):  
Julius T. Nganji ◽  
Mike Brayshaw
Keyword(s):  
Students With Disabilities ◽  
Virtual Learning ◽  
Relevant Information ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Educational Institutions ◽  
Technology In Education ◽  
Learning Materials ◽  
Web Based ◽  
E Learning

Existing virtual learning environments (VLEs) in educational institutions are not designed with the expectation that students with disabilities will use them. Consequently, retrieving relevant information by some students with disabilities is a challenging task. The focus of this study was to propose the design of VLEs to incorporate ontologies that facilitate information retrieval by students with disabilities in their learning, thus serving as a semantic web-based assistive technology in education. An Ontology-Driven Disability-Aware Personalised E-Learning System (ONTODAPS) was designed and then used to recommend specific learning materials to learners based on their learning goal and disability type. Preliminary results of the evaluation of ONTODAPS, by 30 students with disabilities, indicate that 70% of the participants found ONTODAPS to offer a better personalisation, better access to learning materials (68%) and is easier to use (63%) in retrieving learning materials than Sakai. Thus ONTODAPS serves as an assistive tool in their education through retrieval of relevant learning materials in a suitable format which is compatible with their disability.

Cloud Based e-Learning Platform: An Effective Virtual Learning Environment for Higher Education Institutions

2020 ◽  
Vol 17 (9) ◽  
pp. 4585-4592
Author(s):  
Nidhi Gupta ◽  
Neeraj Sharma ◽  
Sanjay Sood
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Developed Countries ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Education Standards ◽  
Web Based ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning

The teaching-learning process, especially in higher education has always been a matter of great concern in developing countries as it makes the nation’s youth capable and is a mainstay towards its development. With the introduction of ICT, it has become even more important to change the learning methodology using the latest technologies like e-Learning, m-Learning, Cloud Computing etc., to match with the education standards of developed countries. This aim of this paper is to provide an insight about the use of e-Learning and cloud computing in HEIs. The paper also discusses the various cloud based adoption technologies used for HEIs and illustrates the comparative analysis of the web based and cloud based e-Learning system.

An E-Learning System Based on the Top Down Method and the Cellular Models

2011 ◽  
pp. 1028-1048
Author(s):  
Norihiro Fujii ◽  
Shuichi Yikita ◽  
Nobuhiko Koike ◽  
Tosiyasu L. Kunii
Keyword(s):  
Learning System ◽  
The Internet ◽  
Top Down ◽  
Learning Materials ◽  
Web Based ◽  
Cellular Models ◽  
E Learning ◽  
Hardware Description ◽  
Self Learning ◽  
Structure And Functions

As the broadband connectivity to the Internet becomes common, Web-based e-learning and distance learning have come to play the central roles for self-learning, where learners are given much flexibility in choosing the place and time to study. However, the learners still have to spend a lot of time before reaching the learning goal. This discourages the learner to continue their studies and diminishes their motivations. To overcome this problem and to let the learners keep focusing on their primary interests, we propose a top-down e-learning system called TDeLS. The TDeLS can offer learners the learning materials based on the top-down (i.e., goal-oriented) method, according to the learners’ demands and purposes. Moreover, the TDeLS can distribute them to the learners through the Internet, and manage the database for learning materials. In order to share learning materials among learners through the Web, these learning materials are wrapped in XML with a specially designed vocabulary for TDeLS. We employed the cellular models that ensure the consistency among design modules and support a top-down design methodology. In this chapter, we present the TDeLS for hardware logic design courses based on the cellular models. The primary goal is to design complex logic circuits in VerilogHDL which is an industrial-standard hardware description language. This chapter also presents the basic XML vocabulary designed to describe hardware modules efficiently, and a brief introduction to the structure and functions of the proposed system, which implements the TDeLS.

scholarly journals An Integrated Model to Enhance Virtual Learning Environments with Current Social Networking Perspective

2018 ◽  
Vol 13 (09) ◽  
pp. 252 ◽  
Author(s):  
Kashif Laeeq ◽  
Zulfiqar Ali Memon
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Social Networking Sites ◽  
Virtual Learning ◽  
Integrated Model ◽  
Virtual Learning Environment ◽  
Web Based ◽  
Learning Platform ◽  
Web Based Learning ◽  
E Learning

A Virtual Learning Environment (VLE) is an accumulation of incorporated soft-ware components, empowering the administration of web-based learning (online learning, e-learning). The quality of VLE is indispensable for the accomplishment of e-learning goals and responsible to engage students during web based learning. The attributes of existing VLES does not completely meet with the requirements of today’s e-learning. Consequently, decreases students’ interest, participation and engagement with web-based e-learning. In contrast, the learners’ engagement and participation are higher in social networking sites (SNS). For this reason, many researchers believe that the inclusion of features, similar to SNSs, in VLE may in-crease its effectivity. The goal of this research article is to investigate existing e-learning platform and make a room for SNSs and online tools for e-learning. The paper proposes an integrated model to enhance existing e-learning environment by incorporating the strength of SNSs and other potential tools with VLEs. This re-search article will provide a good direction and new thoughts for the researchers of technology supported learning-domain.

scholarly journals Adaptive Virtual Learning Environment based on Learning Styles for Personalizing E-learning System: Design and Implementation

2020 ◽  
Vol 8 (6) ◽  
pp. 3398-3406
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
User Interfaces ◽  
Adaptive Learning ◽  
Architectural Design ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Course Content ◽  
E Learning

Most virtual learning environment fails to recognize that students have different needs when it comes to learning. With the evolving characteristics and tendencies of students, these learning environments must provide adaptation and personalization features for adaptive learning materials, course content and navigational designs to support student’s learning styles. Based from the data mining results of learner behavioral features of five hundred seven (507) tertiary students, an accurate model for classification of student’s learning styles were derived using J48 decision tree algorithm. The model was implemented in a prototype using a framework and a proposed system architectural design of an adaptive virtual learning environment. The study resulted in the development of an adaptive virtual learning environment prototype where learner’s preferences are dynamically diagnosed to intelligently personalize the course content design and user interfaces for them.

An E-Learning System Based on the Top Down Method and the Cellular Models

2007 ◽  
pp. 27-51
Author(s):  
Norihiro Fujii ◽  
Shuichi Yikita ◽  
Nobuhiko Koike ◽  
Tosiyasu L. Kunii
Keyword(s):  
Learning System ◽  
The Internet ◽  
Top Down ◽  
Learning Materials ◽  
Web Based ◽  
Cellular Models ◽  
E Learning ◽  
Hardware Description ◽  
Self Learning ◽  
Structure And Functions

As the broadband connectivity to the Internet becomes common, Web-based e-learning and distance learning have come to play the central roles for self-learning, where learners are given much flexibility in choosing the place and time to study. However, the learners still have to spend a lot of time before reaching the learning goal. This discourages the learner to continue their studies and diminishes their motivations. To overcome this problem and to let the learners keep focusing on their primary interests, we propose a top-down e-learning system called TDeLS. The TDeLS can offer learners the learning materials based on the top-down (i.e., goal-oriented) method, according to the learners’ demands and purposes. Moreover, the TDeLS can distribute them to the learners through the Internet, and manage the database for learning materials. In order to share learning materials among learners through the Web, these learning materials are wrapped in XML with a specially designed vocabulary for TDeLS. We employed the cellular models that ensure the consistency among design modules and support a top-down design methodology. In this chapter, we present the TDeLS for hardware logic design courses based on the cellular models. The primary goal is to design complex logic circuits in VerilogHDL which is an industrial-standard hardware description language. This chapter also presents the basic XML vocabulary designed to describe hardware modules efficiently, and a brief introduction to the structure and functions of the proposed system, which implements the TDeLS.

scholarly journals Penggunaan Sistem Persekitaran Pembelajaran Maya Frog di Sekolah-Sekolah Malaysia: Pengalaman dan Prospek Masa Depan

2019 ◽  
Vol 2 (2) ◽  
pp. 84-89
Author(s):  
Mohd Faiz Mohd Baharan
Keyword(s):  
Qualitative Study ◽  
Primary School ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Technology In Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Platform

The use of the Virtual Learning Environment Frog (VLE Frog) system is a powerful virtual learning system used in nearly 100,000 schools across the country. The system is a virtual learning platform that can be used by all students, teachers and schoolmates anytime and anywhere to access educational sites. However, its use is still at a disadvantage and has not been taken seriously by teachers in schools. Therefore, this study was conducted to identify the function and role of the VLE Frog system in schools. This study was a quantitative and qualitative study involving 367 people as a sample. Library surveys, questionnaires and observations were conducted to obtain data from this study. The findings of this study are expected to be one of the benchmarks for primary school teachers' readiness to use technology in education especially through the VLE Frog system.

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