Abstract: This paper demonstrates a model of an e-Learning
system based on nowadays learning theory and distant education
practice. The relationships in the model are designed to be simple
and functional and do not necessarily represent any particular e-
Learning environments. It is meant to be a generic e-Learning
system model with implications for any distant education course
instructional design. It allows online instructors to move away from
the discrepancy between the courses and body of knowledge. The
interrelationships of four primary sectors that are at the e-Learning
system are presented in this paper. This integrated model includes
[1] pedagogy, [2] technology, [3] teaching, and [4] learning. There
are interactions within each of these sectors depicted by system loop
map.
Abstract: This communication is intended to provide some issues for thought on the importance of implementation of Blended Learning in traditional universities, particularly in the Spanish university system. In this respect, we believe that virtual environments are likely to meet some of the needs raised by the Bologna agreement, trying to maintain the quality of teaching and at the same time taking advantage of the functionalities that virtual learning platforms offer. We are aware that an approach of learning from an open and constructivist nature in universities is a complex process that faces significant technological, administrative and human barriers. Therefore, in order to put plans in our universities, it is necessary to analyze the state of the art of some indicators relating to the use of ICT, with special attention to virtual teaching and learning, so that we can identify the main obstacles and design adaptive strategies for their full integration in the education system. Finally, we present major initiatives launched in the European and state framework for the effective implementation of new virtual environments in the area of higher education.
Abstract: In this contribution an innovative platform is being
presented that integrates intelligent agents in legacy e-learning environments. It introduces the design and development of a scalable
and interoperable integration platform supporting various assessment agents for e-learning environments. The agents are implemented in
order to provide intelligent assessment services to computational intelligent techniques such as Bayesian Networks and Genetic
Algorithms. The utilization of new and emerging technologies like web services allows integrating the provided services to any web
based legacy e-learning environment.
Abstract: In this contribution an innovative platform is being
presented that integrates intelligent agents and evolutionary
computation techniques in legacy e-learning environments. It
introduces the design and development of a scalable and
interoperable integration platform supporting:
I) various assessment agents for e-learning environments,
II) a specific resource retrieval agent for the provision of
additional information from Internet sources matching the
needs and profile of the specific user and
III) a genetic algorithm designed to extract efficient information
(classifying rules) based on the students- answering input
data.
The agents are implemented in order to provide intelligent
assessment services based on computational intelligence techniques
such as Bayesian Networks and Genetic Algorithms.
The proposed Genetic Algorithm (GA) is used in order to extract
efficient information (classifying rules) based on the students-
answering input data. The idea of using a GA in order to fulfil this
difficult task came from the fact that GAs have been widely used in
applications including classification of unknown data.
The utilization of new and emerging technologies like web
services allows integrating the provided services to any web based
legacy e-learning environment.
Abstract: The main purpose of the study was to determine whether students- interpretation achievement differed with the use of various multimedia presentation types. Four groups of students, text only (T), audio only (A), text and audio (TA), text and image (TI), were arranged and they were presented the same story via different types of multimedia presentations. Inference achievement was measured by a critical thinking inference test. Higher mean scores for the TA group compared to the other three groups were found. Also when compared pairwise, interpretation achievement of the TA group differed significantly from scores of the T and TI groups. These differences were interpreted with the increased cognitive load. Increased cognitive load for the TA group may have invited students to put more effort into comprehending the text, thus resulting in better test scores. Findings of the study can be seen as a sign of the importance of learning situations and learning outcomes in multimedia-supported learning environments and may have practical benefits for instructional designers.
Abstract: In blended learning environments, the Internet can be combined with other technologies. The aim of this research was to design, introduce and validate a model to support synchronous and asynchronous activities by managing content domains in an Adaptive Hypermedia System (AHS). The application is based on information recovery techniques, clustering algorithms and adaptation rules to adjust the user's model to contents and objects of study. This system was applied to blended learning in higher education. The research strategy used was the case study method. Empirical studies were carried out on courses at two universities to validate the model. The results of this research show that the model had a positive effect on the learning process. The students indicated that the synchronous and asynchronous scenario is a good option, as it involves a combination of work with the lecturer and the AHS. In addition, they gave positive ratings to the system and stated that the contents were adapted to each user profile.
Abstract: Recent developments in information and
communication technologies (ICT) have created excellent conditions
for profoundly enhancing the traditional learning and teaching
practices. New modes of teaching in higher education subjects can
profoundly enhance ones ability to proactively constructing his or her
personal learning universe. These developments have contributed to
digital learning environments becoming widely available and
accessible. In addition, there is a trend towards enlargement and
specialization in higher education in Europe. With as a result that
existing Master of Science (MSc) programmes are merged or new
programmes have been established that are offered as joint MSc
programmes to students. In these joint MSc programmes, the need for
(common) digital learning environments capable of surmounting the
barriers of time and location has become evident. This paper
discusses the past and ongoing efforts to establish such common
digital learning environments in two joint MSc programmes in
Europe and discusses the way technology-based learning
environments affect the traditional way of learning.
Abstract: Avoiding learning failures in mathematics e-learning environments caused by emotional problems in students with autism has become an important topic for combining of special education with information and communications technology. This study presents an adaptive emotional adjustment model in mathematics e-learning for students with autism, emphasizing the lack of emotional perception in mathematics e-learning systems. In addition, an emotion classification for students with autism was developed by inducing emotions in mathematical learning environments to record changes in the physiological signals and facial expressions of students. Using these methods, 58 emotional features were obtained. These features were then processed using one-way ANOVA and information gain (IG). After reducing the feature dimension, methods of support vector machines (SVM), k-nearest neighbors (KNN), and classification and regression trees (CART) were used to classify four emotional categories: baseline, happy, angry, and anxious. After testing and comparisons, in a situation without feature selection, the accuracy rate of the SVM classification can reach as high as 79.3-%. After using IG to reduce the feature dimension, with only 28 features remaining, SVM still has a classification accuracy of 78.2-%. The results of this research could enhance the effectiveness of eLearning in special education.
Abstract: Web-based cooperative learning focuses on (1) the interaction and the collaboration of community members, and (2) the sharing and the distribution of knowledge and expertise by network technology to enhance learning performance. Numerous research literatures related to web-based cooperative learning have demonstrated that cooperative scripts have a positive impact to specify, sequence, and assign cooperative learning activities. Besides, literatures have indicated that role-play in web-based cooperative learning environments enhances two or more students to work together toward the completion of a common goal. Since students generally do not know each other and they lack the face-to-face contact that is necessary for the negotiation of assigning group roles in web-based cooperative learning environments, this paper intends to further extend the application of genetic algorithm (GA) and propose a GA-based algorithm to tackle the problem of role assignment in web-based cooperative learning environments, which not only saves communication costs but also reduces conflict between group members in negotiating role assignments.
Abstract: While many studies have conducted the achievement
gap between groups of students in school districts, few studies have
utilized resilience research to investigate achievement gaps within
classrooms. This paper aims to summarize and discuss some recent
studies Waxman, Padr├│n, and their colleagues conducted, in which
they examined learning environment differences between resilient
and nonresilient students in reading and mathematics classrooms.
The classes consist of predominantly Hispanic elementary school
students from low-income families. These studies all incorporated
learning environment questionnaires and systematic observation
methods. Significant differences were found between resilient and
nonresilient students on their classroom learning environments and
classroom behaviors. The observation results indicate that the amount
and quality of teacher and student academic interaction are two of the
most influential variables that promote student outcomes. This paper
concludes by suggesting the following teacher practices to promote
resiliency in schools: (a) using feedback from classroom observation
and learning environment measures, (b) employing explicit teaching
practices; and (c) understanding students on a social and personal
level.
Abstract: One major issue that is regularly cited as a block to
the widespread use of online assessments in eLearning, is that of the
authentication of the student and the level of confidence that an
assessor can have that the assessment was actually completed by that
student. Currently, this issue is either ignored, in which case
confidence in the assessment and any ensuing qualification is
damaged, or else assessments are conducted at central, controlled
locations at specified times, losing the benefits of the distributed
nature of the learning programme. Particularly as we move towards
constructivist models of learning, with intentions towards achieving
heutagogic learning environments, the benefits of a properly
managed online assessment system are clear. Here we discuss some
of the approaches that could be adopted to address these issues,
looking at the use of existing security and biometric techniques,
combined with some novel behavioural elements. These approaches
offer the opportunity to validate the student on accessing an
assessment, on submission, and also during the actual production of
the assessment. These techniques are currently under development in
the DECADE project, and future work will evaluate and report their
use..
Abstract: Self-efficacy, self-reliance, and motivation were
examined in a quasi-experimental study with 178 sophomore
university students. Participants used an interactive cardiovascular
anatomy and physiology CD-ROM, and completed a 15-item
questionnaire. Reliability of the questionnaire was established using
Cronbach-s alpha. Post-tests and course grades were examined using
a t-test, demonstrating no significance. Results of an item-to-item
analysis of the questionnaire showed overall satisfaction with the
teaching methodology and varied results for self-efficacy, selfreliance,
and motivation. Kendall-s Tau was calculated for all items
in the questionnaire.
Abstract: In this contribution a newly developed e-learning environment is presented, which incorporates Intelligent Agents and Computational Intelligence Techniques. The new e-learning environment is constituted by three parts, the E-learning platform Front-End, the Student Questioner Reasoning and the Student Model Agent. These parts are distributed geographically in dispersed computer servers, with main focus on the design and development of these subsystems through the use of new and emerging technologies. These parts are interconnected in an interoperable way, using web services for the integration of the subsystems, in order to enhance the user modelling procedure and achieve the goals of the learning process.
Abstract: We propose that Virtual Learning Environments (VLEs) should be designed by taking into account the characteristics, the special needs and the specific operating rules of the academic institutions in which they are employed. In this context, we describe a VLE module that extends the support of the organization and delivery of course material by including administration activities related to the various stages of teaching. These include the co-ordination, collaboration and monitoring of the course material development process and institution-specific course material delivery modes. Our specialized module, which enhances VLE capabilities by Helping Educators and Learners through a Laboratory Assistance System, is willing to assist the Greek tertiary technological sector, which includes Technological Educational Institutes (T.E.I.).
Abstract: This paper presents the outcomes of a qualitative
study which aims to investigate the pedagogical potentials of serious
games in the preparation of future teachers. The authors discuss the
existing problems and barriers associated with the organization of
teaching practices in Bulgaria as part of the pre-service teacher
training, as well as the attitudes and perceptions of the interviewed
academics, teachers and trainees concerning the integration of serious
games in the teaching practicum. The study outcomes strongly
confirm the positive attitudes of the respondents to the introduction
of virtual learning environments for the development of professional
skills of future teachers as a supplement to the traditional forms of
education. Through the inclusion of serious games it is expected to
improve the quality of practical training of pre-service teachers as
they overcome many of the problems identified in the existing
teaching practices. The outcomes of the study will inform the design
of the educational simulation software which is part of the project
SimAula Tomorrow's Teachers Training.
Abstract: The paper presents an investigation into the role of virtual reality and web technologies in the field of distance education. Within this frame, special emphasis is given on the building of web-based virtual learning environments so as to successfully fulfill their educational objectives. In particular, basic pedagogical methods are studied, focusing mainly on the efficient preparation, approach and presentation of learning content, and specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. The paper also aims to highlight the educational benefits arising from the use of virtual reality technology in medicine and study the emerging area of web-based medical simulations. Finally, an innovative virtual reality environment for distance education in medicine is demonstrated. The proposed environment reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator.
Abstract: Networked schools have become a feature of
education systems in countries that seek to provide learning
opportunities in schools located beyond major centres of population.
The internet and e-learning have facilitated the development of
virtual educational structures that complement traditional schools,
encouraging collaborative teaching and learning to proceed. In rural
New Zealand and in the Atlantic Canadian province of
Newfoundland and Labrador, e-learning is able to provide new ways
of organizing teaching, learning and the management of educational
opportunities. However, the future of e-teaching and e-learning in
networked schools depends on the development of professional
education programs that prepare teachers for collaborative teaching
and learning environments in which both virtual and traditional face
to face instruction co-exist.
Abstract: In the present paper, we-ll explore how social media tools provide an opportunity for new developments of the e-Learning in the context of managing personal knowledge. There will be a discussion how social media tools provide a possibility for helping knowledge workersand students to gather, organize and manage their personal information as a part of the e-learning process. At the centre of this social software driven approach to e-learning environments are the challenges of personalization and collaboration. We-ll share concepts of how organizations are using social media for e-Learning and believe that integration of these tools into traditional e-Learning is probably not a choice, but inevitability. Students- Survey of use of web technologies and social networking tools is presented. Newly developed framework for semantic blogging capable of organizing results relevant to user requirements is implemented at Varna Free University (VFU) to provide more effective navigation and search.
Abstract: The state of the art in instructional design for
computer-assisted learning has been strongly influenced by advances
in information technology, Internet and Web-based systems. The
emphasis of educational systems has shifted from training to
learning. The course delivered has also been changed from large
inflexible content to sequential small chunks of learning objects. The
concepts of learning objects together with the advanced technologies
of Web and communications support the reusability, interoperability,
and accessibility design criteria currently exploited by most learning
systems. These concepts enable just-in-time learning. We propose to
extend theses design criteria further to include the learnability
concept that will help adapting content to the needs of learners. The
learnability concept offers a better personalization leading to the
creation and delivery of course content more appropriate to
performance and interest of each learner. In this paper we present a
new framework of learning environments containing knowledge
discovery as a tool to automatically learn patterns of learning
behavior from learners' profiles and history.
Abstract: This article discusses the concept of student ownership of knowledge and seeks to determine how to move students from knowledge acquisition to knowledge application and ultimately to knowledge generation in a virtual setting. Instructional strategies for fostering student engagement in a virtual environment are critical to the learner-s strategic ownership of the knowledge. A number of relevant theories that focus on learning, affect, needs and adult concerns are presented to provide a basis for exploring the transfer of knowledge from teacher to learner. A model under development is presented that combines the dimensions of knowledge approach, the teacher-student relationship with regards to knowledge authority and teaching approach to demonstrate the recursive and scaffolded design for creation of virtual learning environments.