scholarly journals Young Learners’ Regulation of Practice Behavior in Adaptive Learning Technologies

2019 ◽  
Vol 10 ◽  
Author(s):  
Inge Molenaar ◽  
Anne Horvers ◽  
Rick Dijkstra
Keyword(s):  
Adaptive Learning ◽  
Learning Technologies ◽  
Young Learners ◽  
Practice Behavior

Authoring Adaptive 3D Virtual Learning Environments

2016 ◽  
pp. 714-733 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Virtual Learning Environments ◽  
Authoring Tool ◽  
E Learning ◽  
Adaptive Learning Environment ◽  
3D Virtual Learning Environments

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the activities that he performs in the environment. In this paper, the authors discuss adaptive 3D virtual leaning environments and explain how a course author can specify such an environment (i.e., authoring). The approach and tool that the authors present allow authors to create adaptive 3D virtual learning environments without the need to be an expert in 3D or using programming or scripting languages. The authors also conducted an evaluation to validate the approach and the usability and acceptability of the authoring tool. Based on the results, recommendations for authoring adaptive 3D virtual learning environments have been formulated.

scholarly journals LEARNING ANALYTICS IN CONVENTIONAL EDUCATION: ITS ROLE AND OUTCOMES

2020 ◽  
Vol 24 (3) ◽  
pp. 59-76
Author(s):  
K. A. Vilkova ◽  
◽  
U. S. Zakharova ◽  
Keyword(s):  
Higher Education ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Personal Data ◽  
Education Institution ◽  
Professional Associations ◽  
Learning Technologies ◽  
Data Management System ◽  
Expert Opinions ◽  
New Research

Massification, digitalization and bureaucratization are now the major trends that shape higher education. Massification has led to an inevitable problem of the heterogeneity of students and the need for adaptive learning; digitalization has created a need for distance learning technologies and, as a result, learning data production; finally, bureaucratization has meant that the education quality assessment now predominantly relies on quantitative rather than qualitative indicators. At the crossing of these trends, a new research interest has emerged, which develops both theoretical and practically oriented studies and which has become known as learning analytics. Learning analytics is now actively discussed in Western countries, where national policies to regulate and stimulate this sphere are designed and professional associations of specialists in learning analytics are created. Proponents of learning analytics believe that the data collected and analyzed by an education institution will help the management take more justified and objective decisions than those based on expert opinions. Learning analytics is understood in this paper as a necessary tool for detecting the weak sides of the curricula. It also helps build students’ individual learning trajectories, which is essential for an individualized approach in education and for making the learning process more adaptive. Opponents of learning analytics, in their turn, see it as a threat to the current balance of power in education, the roles of the teacher and manager, and point out the need for specific competencies and the danger of personal data breach. Russia is now left out of the global agenda: except for a few recent cases, learning analytics is still viewed by many as more of a promise than reality. This review is aimed at shedding light on the modern understanding of learning analytics, its development in the world and in Russia, the prospects and limitations of its application in Russia from the perspective of the key stakeholders in higher education. We also propose recommendations regarding the organization of a university learning analytics system. This article will be of interest to university managers and decision-makers, teachers and scholars of higher education as it provides information on the organization of a data management system, including the collection, analysis and use of data.

Adaptive Learning Technologies

AI Magazine ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 96-98
Author(s):  
Nicola Capuano ◽  
Santi Caballé
Keyword(s):  
Artificial Intelligence ◽  
Adaptive Learning ◽  
Online Courses ◽  
Learning Technologies ◽  
Massive Open Online Courses ◽  
Research Projects ◽  
Massive Open Online ◽  
Course Content ◽  
Close Relationship ◽  
Adaptive Learning Systems

Adaptive learning refers to technologies that dynamically adjust to the level or type of course content based on an individual’s abilities or skill attainment, in ways that accelerate a learner’s performance with both automated and instructor interventions. This column explores adaptive learning, its close relationship to artificial intelligence, and points to several results from artificial intelligence that have been used to build effective adaptive learning systems. The pairing of massive open online courses and adaptive learning has revealed new technical and pedagogical challenges that are currently being explored in various research projects.

scholarly journals CURRENT STATE AND DEVELOPMENT TRENDS OF E-LEARNING IN CHINA

2021 ◽  
Vol 85 (5) ◽  
pp. 208-227
Author(s):  
Kateryna P. Osadcha ◽  
Viacheslav V. Osadchyi ◽  
Oleg M. Spirin
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Adaptive Learning ◽  
New Technologies ◽  
Learning Technologies ◽  
Chinese Higher Education ◽  
Learning Tools ◽  
Learning Collaborative ◽  
E Learning

The emergence of new e-learning technologies requires a rethinking of their implementation in higher education. To fill this gap, this study analyzes the experience of using and creating e-learning tools in Chinese higher education institutions over the past 5 years. The survey found that the most common educational technologies in Chinese higher education are blended learning, collaborative learning, modified classes, micro-learning and adaptive learning, as well as e-learning tools such as mobile technology and mass open online courses. A survey of university faculty and students explored the practicalities of using e-learning tools in Chinese higher education. The results of the analysis of 20 responses from teachers and 16 responses from undergraduate and postgraduate students showed the following: the teachers have the opportunity to organize e-learning at their university, blended learning is mainly implemented in the learning process, teachers are not limited in choosing e-learning tools: video tools, messengers, social networks and e-learning tools such as Articulate 360 and Adapt. It has been proven that video lectures with a higher level of teacher expression were better than those that had a normal level of teacher expression and only audio, in terms of improving the level of students’ emotional and learning satisfaction. Accordingly, the teacher's facial expression plays a key role in teaching students online. A number of tasks have been proposed that will contribute to the development of e-learning in Chinese higher education. The authors emphasize that in order to develop e-learning in Chinese higher education, it is necessary to pay attention to the following tasks: understanding and studying trends in the ICT development in education; targeting e-learning strategies at improving learning interests; constant monitoring and updating of software and hardware of higher educational institutions for introduction of new technologies in higher education; development and distribution of platforms with simple software interfaces for creating distance learning courses; development of information resources.

Introduction to the Special Issue on Adaptive Learning Opportunities

2017 ◽  
Vol 119 (3) ◽  
pp. 1-4
Author(s):  
Gary Natriello ◽  
Hui Soo Chae
Keyword(s):  
Content Knowledge ◽  
Adaptive Learning ◽  
Adaptive Systems ◽  
Communication Technologies ◽  
Learning Opportunities ◽  
Learning Technologies ◽  
Educational Systems ◽  
Special Issue ◽  
User Data ◽  
Continuous User

The demand for more effective educational systems coupled with advances in computing and communication technologies have fueled the growth of a broad range of adaptive learning technologies. The resulting applications, tools, and ecosystems, which customize learners’ experiences based on pre-existing user data and/or continuous user inputs, claim to support the acquisition of content knowledge and facilitate the mastery of skills through personalized learning experiences, both formal and informal. These adaptive systems are widespread, although sometimes unrecognized even by those using them.

Digital Natives and H1N1

2012 ◽  
pp. 1-14
Author(s):  
Peter Woodhead ◽  
David M. Kennedy
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Learning Technologies ◽  
Young Learners ◽  
School Based ◽  
Assessment Tasks ◽  
Information And Communication ◽  
Young Students

This paper examines what happens when young learners in a primary school in Hong Kong start from learning about information and communication technologies (ICTs) to learning with and through ICTs. The authors focus on how students used learning technologies when an H1N1 outbreak closed the school for three weeks and teachers were required to use ICTs to initiate at-home learning. This gave the researchers an opportunity to assess the capacity of young students using Web 2.0 technologies to support learning and the impact that these tools have on teacher views and practice. Data includes interviews with teachers and examples of students’ work. Findings demonstrate how confident and comfortable young learners are with new technologies, raising questions about prevailing assumptions that young students have the capacity to easily use the existing school-based learning management system and Web 2.0 applications. The authors provide evidence that students can effectively engage with ICTs and demonstrate very high levels of skills. However, students did not do so automatically, and required assessment tasks were often key drivers for initiating student engagement and learning.

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