scholarly journals An Architecture of a Computer Learning Environment for Mapping the Student’s Knowledge Level

10.28945/953 ◽  
2007 ◽  
Vol 4 ◽  
pp. 313-326
Author(s):  
Edson P. P. Pimentel ◽  
Nizam Omar
Keyword(s):  
Learning Environment ◽  
Knowledge Level ◽  
Computer Learning ◽  
Computer Learning Environment

scholarly journals An Architecture of a Computer Learning Environment for Mapping the Student’s Knowledge Level

10.28945/3107 ◽  
2007 ◽  
Author(s):  
Edson Pimentel ◽  
Nizam Omar
Keyword(s):  
Learning Environment ◽  
Learning Difficulties ◽  
Assessment Process ◽  
Learning Assessment ◽  
Knowledge Level ◽  
Qualitative Information ◽  
Measuring Device ◽  
Know How ◽  
Computer Learning ◽  
Computer Learning Environment

It is unquestionably essential for students to gather their previous knowledge of specific subjects when they are about to learn new and more complex ones. The gaps left by the absence of well-defined learning prerequisites not only contribute to the increase in the learning difficulties, but also lead many students to fail in school. This situation gets even more serious when students are not aware of these gaps and do not know how to identify them. In this scene, the learning assessment process as a knowledge measuring device occupies a fundamental role. This paper represents an attempt to set out architecture of a computer learning environment for mapping the student’s knowledge level, which allows for a more specific identification of the learning gaps in order to supply the educational system with qualitative information.

Change, Organization, and Achievement: Teachers' Concerns in Implementing a Computer Learning Environment

1988 ◽  
Vol 17 (2) ◽  
pp. 141-163 ◽  
Author(s):  
Alister Cumming
Keyword(s):  
Learning Environment ◽  
Computer Program ◽  
Experienced Teachers ◽  
Computer Learning ◽  
School Year ◽  
Computer Learning Environment ◽  
Classroom Routines

The viewpoints of two experienced teachers implementing a novel computer program in their grade five and six classes were documented through biweekly debriefing interviews over the period of one school year. The teachers proved to be fundamentally concerned with three issues: learning to accommodate changes required by this innovation; organizing new, efficient classroom routines around the computers; and seeking indications of students' achievements through their uses of the computers. These three considerations appeared integral to the teachers' senses that they were effectively implementing the computer learning environment in their classrooms.

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