An intelligent e-learning system based on learner profiling and learning resources adaptation

2008 ◽  
Vol 51 (1) ◽  
pp. 224-238 ◽  
Author(s):  
Paraskevi Tzouveli ◽  
Phivos Mylonas ◽  
Stefanos Kollias
Keyword(s):  
Learning System ◽  
Learning Resources ◽  
E Learning

scholarly journals SURVEI 2009: MUTU SITUS E-LEARNING SEKOLAH INDONESIA MASIH SANGAT MINIM

2012 ◽  
Vol 6 (1) ◽  
pp. 80
Author(s):  
Heru Suhartanto
Keyword(s):  
Survey Data ◽  
Learning Process ◽  
Learning System ◽  
Learning Resources ◽  
Time And Space ◽  
Indonesian Government ◽  
Internet Infrastructure ◽  
E Learning

Di beberapa negara yang infrastruktur internet telah memadai, banyak sekolah yang telah memanfaatkannya sebagai salah satu faktor pendukung kesuksesan proses pembelajaran. Pemerintah Indonesia pun telah memulai teknologi ini guna memperluas akses sumber daya pembelajaran sehingga tak terbatas oleh waktu dan ruang. Makalah ini melaporkan hasil survei yang menggambarkan seberapa jauh sistem e-learning telah dipakai di sekolah Indonesia. Data hasil survei menunjukkan bahwa kualitas pemanfaatan situs e-learning masih kurang dan perlu mendapat perhatian dan dukungan dari semua pihak terkait. In some countries that have adequate internet infrastructure, many schools are already using it as one of the factors supporting the success of the learning process. The Indonesian government also has initiated this technology to expand the access to learning resources that is unlimited by time and space. This paper reports the results of the survey that describe the extent to which e-learning system has been used in Indonesian schools. Survey data indicate that the quality of utilization of e-learning is still lacking and need attention and support from all parties concerned.

scholarly journals A Method of Recommending Physical Education Network Course Resources Based on Collaborative Filtering Technology

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zhihao Zhang
Keyword(s):  
Collaborative Filtering ◽  
Dimensional Space ◽  
Learning System ◽  
Personalized Recommendation ◽  
Knowledge Graph ◽  
Learning Resources ◽  
Search Methods ◽  
E Learning ◽  
Predicted Values ◽  
Collaborative Knowledge

Through the current research on e-learning, it is found that the present e-learning system applied to the recommendation activities of learning resources has only two search methods: Top-N and keywords. These search methods cannot effectively recommend learning resources to learners. Therefore, the collaborative filtering recommendation technology is applied, in this paper, to the process of personalized recommendation of learning resources. We obtain user content and functional interest and predict the comprehensive interest of web and big data through an infinite deep neural network. Based on the collaborative knowledge graph and the collaborative filtering algorithm, the semantic information of teaching network resources is extracted from the collaborative knowledge graph. According to the principles of the nearest neighbor recommendation, the course attribute value preference matrix (APM) is obtained first. Next, the course-predicted values are sorted in descending order, and the top T courses with the highest predicted values are selected as the final recommended course set for the target learners. Each course has its own online classroom; the teacher will publish online class details ahead of time, and students can purchase online access to the classroom number and password. The experimental results show that the optimal number of clusters k is 9. Furthermore, for extremely sparse matrices, the collaborative filtering technique method is more suitable for clustering in the transformed low-dimensional space. The average recommendation satisfaction degree of collaborative filtering technology method is approximately 43.6%, which demonstrates high recommendation quality.

scholarly journals THE IMPLEMENTATION OF E-LEARNING-BASED LEARNING PREPARATION MODEL BY PRIMARY SCHOOL TEACHER EDUCATION STUDENTS OF UNIVERSITAS TERBUKA IN ISLETS AREA

2008 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Suhartono ◽  
Lidwina Sri Ardiasih ◽  
Mery Noviyanti
Keyword(s):  
School Teacher ◽  
Study Groups ◽  
Learning System ◽  
Learning Activities ◽  
The Internet ◽  
Primary School Teacher ◽  
Learning Resources ◽  
Distance Learning System ◽  
E Learning ◽  
Primary School Teacher Education

The open and distance learning system implemented in Universitas Terbuka (UT) requires students to do self-learning, individually or in groups. Therefore, the students of UT must be able to motivate themselves to self-study and use their time effectively. The use of integrated learning media as one of the learning resources can support them in their learning activities. The use of internet, as a part of e-Learningbased Learning Preparation, is one way for students to perform learning activities. In the study group, students can use the internet services provided in mobile telecenters and local government offices. The implementation result of this model in Kepulauan Seribu, a group of islets located in the Jakarta Bay, in which the sample were taken from students living in Pramuka Islet, Harapan Islet, Tidung Islet, Panggang Islet, Untung Jawa Islet, and Pari Islet, showed that e-Learning-based Learning Preparation Model can motivate distance students to actively study in their groups. Due to geographical constraints of those islets, it is difficult to meet their peers in groups frequently. Using the regularly scheduled study groups and the computers connected to the internet, students can easily access the information and minimize the frequency of transportation for face-to-face meetings. About 70% of the students have accessed the learning resources through internet and get experiences and knowledge during eight months period of the study in 2006.

scholarly journals МЕТОД ПЕРЕРОЗПОДІЛУ РЕСУРСІВ УНІВЕРСИТЕТСЬКОЇ СИСТЕМИ E-LEARNING НА ГІПЕРКОНВЕРГЕНТНІЙ ПЛАТФОРМІ

2019 ◽  
pp. 91-98
Author(s):  
Ніна Георгіївна Кучук ◽  
Вікторія Юріївна Мерлак
Keyword(s):  
Graphical Model ◽  
Essential Element ◽  
Hierarchical System ◽  
Learning System ◽  
Successful Implementation ◽  
Learning Resources ◽  
Allocation Process ◽  
E Learning ◽  
The University ◽  
Goals And Objectives

In connection with the popularization of the use of IT technologies, traditional teaching methods are increasingly changing e-learning approaches. E-learning is a learning system using information and electronic technologies. E-learning on a hyperconvergent platform can be viewed as a complex organizational hierarchical system, which the article considers as a kind of mathematical object. However, the resources of the e-learning system are limited and for its successful implementation, there is a need to ensure its maximum use at all levels of the system. So, as an essential element of the entire system, there must be a rapid redistribution of resources of the university e-learning system on a hyperconvergent platform. The authors of the article analyzed the existing problems of systems with a hierarchical structure and possible solutions to these problems. The paper discusses the sets of goals and objectives facing the governing bodies of the hierarchical system and are presented as a set of graphs of system goals and objectives. It was found that the process of achieving the main goal of the system poses external obstacles that are mainly situational in nature and not stochastic. And so before the governing bodies of management, there are many objects and tasks to eliminate deviations. At the upper level of management of the hierarchical system is the management of a hyperconvergent structure, at the lower level of management is the management of e-learning widgets. The subject of the research is the electronic educational resources of university e-learning. The aim of the article is to develop a method for the rapid redistribution of e-learning resources on a hyperconvergent platform. Findings. The article proposes a method for constructing a graphical model of the process of functioning of the university e-learning system, deployed on a hyperconvergent platform, based on the problems and goals of analyzing the structure of the system. A graph of consensus goals and objectives was created that considers learning resources available. A method for allocating resources of various types was also proposed. To assess the effectiveness of the resource allocation process, the “validity” criterion was chosen and a probability indicator was calculated.

A Knowledge Cognition and Ontology Based E-Learning System

2010 ◽  
Vol 121-122 ◽  
pp. 64-68
Author(s):  
Ling Li Fu ◽  
Hai Yan Wu ◽  
Guo Zheng Wang
Keyword(s):  
Data Structure ◽  
Domain Knowledge ◽  
Cognitive Theory ◽  
Learning System ◽  
Learning Resources ◽  
Metadata Model ◽  
E Learning ◽  
Ontology Metadata ◽  
Knowledge Ontology

This paper proposed a framework of knowledge cognition and ontology based e-learning system, it presented a learning characteristics based ontology metadata model(LCOM). On the basis of LCOM, according to cognitive theory and to as an example data structure course, a domain knowledge ontology base model was set up．it makes the development of network courses and management of learning resources independent.

scholarly journals Integration of E-learning System through Mobile Technology

2021 ◽  
Vol 5 (1) ◽  
pp. 459-474
Author(s):  
Glenn Caraig ◽  
◽  
Gregorio Jr Iyo ◽  
Ejeka Smart Kelechi ◽  
Marianne Caraig ◽  
...  
Keyword(s):  
Elementary Education ◽  
Students With Disabilities ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Resources ◽  
Significant Difference ◽  
Iso 9126 ◽  
E Learning ◽  
Building Activities

Purpose–This paper aims to identify the most commonly used E-learning resources in the classroom among Elementary Education students in one of the Local University and Colleges (LUCs) in Batangas, Philippines and evaluates the use of mobile technology and E-Learning System in terms of functionality, usability, efficiency, and reliability based on ISO 9126 evaluation standard.Method–The researchers utilized a self-made questionnaire to gather necessary data to evaluate the E-Learning system based on the ISO 9126 software quality metrics. The questionnaires consisted of three parts: profile of the participants; E-Learning System and E-Learning resources; evaluation of E-Learning System in terms of functionality, reliability, usability, and efficiency.The participants were ninety-three students: nondisabled and students with hearing and speaking problems. 460Results–The most commonly used E-Learning resources in the classroom by the students were laptop computers,smartphones, mobile applications, internet, and video tutorials. It was found out that the E-learning system is highly functional, highly usable, highly efficient, and reliable through the use of mobile technology. This study also shows that there is no significant difference between the assessments of nondisabled students and students with disabilities using the E-Learning System.The participants statedthat E-learning system increases the quality of learning because it integrates all forms of media.Conclusion–Students and teachers were willing to embrace the E-Learning system, there is still a need of access other E-Learning resources, and ICT platforms. As depicted in the result of the study, since the computed values of all variables did not exceed the tabular value, the null hypotheses are hereby accepted. This implies that there is no significant difference between the assessments of nondisabled students and students with disabilities with regards to the E-Learning System.Recommendations–Internet connectivity should be a priority to be established to benefit all the delivery models such as face-to-face, self-paced, and individualized learning along with virtual interactions. Integrating mobile learning may help overcome the concerns with connectivity and convenience to a great extent. Leveraging on the utilization of mobile phones, there should beregular capacity-building activities and skills enhancements on E-Learning System and other related software and tools among the professors, and students.E-learning designers may consider the existence of the users with hearing and speaking disabilities to develop an e-learning environment that may be effective to all users generally.Practical Implications–Academic institutions would be able to adopt the same approach of using E-learning system though mobile technology to handle students with speaking and hearing problems in delivering teaching and learning.

scholarly journals USING STUDENT MENTAL STATE AND LEARNING SENSORY MODALITIES TO IMPROVE ADAPTIVITY IN E-LEARNING

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Paola C. Rodriguez ◽  
Fabio Paternò ◽  
Jovani Jimenez
Keyword(s):  
Mental State ◽  
Brain Computer Interface ◽  
Learning System ◽  
Computer Interface ◽  
Learning Resources ◽  
Sensory Modalities ◽  
Innovative Solution ◽  
E Learning

  In this paper, we present an innovative solution to improve adaptivity in an e-learning system using Brain Computer Interface (BCI) measures (Attention/Meditation) in order to detect changes in students’ preferred perceptual modes for learning information (VARK model). Our solution is also able to report course units and learning resources that could be difficult for the students.

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

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