Discovering Learner Styles in Adaptive e-Learning Hypermedia Systems

A distinct feature of an adaptive e-learning hypermedia system (AEHS) is the learner model it employs, that is, a representation of information about an individual learner. Learner modeling and adaptation are strongly correlated, in the sense that the amount and nature of the information represented in the learner model depend largely on the kind of adaptation effect that the system has to deliver. In fact, we see a problem arising when teachers assume similar learning styles, thinking styles, levels of knowledge and abilities for learners. This is because learners that are less able will feel that it is too difficult for them to follow and those that are more capable will feel as though the learning method is too easy. Teachers can adjust the standards; however, there may be conflicts between learners with varied styles. Thinking style, learning style, level of knowledge, preferences and ability of learner are part of learner’s characteristics, which have significant influence on the activity of learners in the learning process. In this paper we have focused our attention on the learner model, which allows for the discovery of preferences, needs and interests of users that have access to an AEHS. In order to observe the psychological and pedagogical characteristics of a learner, a quantitative and qualitative research is conducted based on a questionnaire. The thinking style of a learner is analyzed. Based on the statistical results, we figure out the rules about pedagogical activity decision-making. This study presents two subsequent experiments. The first experiment explores the relationship of thinking style and pedagogical activities to validate this specific psychological construct in the context of an AEHS. The second experiment reduces the questionnaire to 60 questions, using a filtering principle keeping the validity of the original questionnaire

Adaptatividade em ambientes virtuais: uma proposta para personalizar a aprendizagem em cursos híbridos de ensino superior

OTA, Marcos Andrei - Adaptatividade em ambientes virtuais: uma proposta para personalizar a aprendizagem em cursos híbridos de ensino superior 2018. 266 f. Tese de doutoramento (Doutorado em Ensino de Ciências e Matemática) – Universidade Cruzeiro do Sul, São Paulo, 2018. Co-orientação e estágio doutoral com Daniela Melaré Vieira Barros.No século XXI, mudanças no rumo da educação promovem o aparecimento de competências e desafios. Por meio de novas tecnologias, as instituições de ensino superior precisam moldar seus métodos de ensino para que auxiliem o aluno com um melhor currículo. Nesse contexto, a educação online surge para ampliar as possibilidades de aprendizagem do estudante, implementando ensino totalmente a distância ou no modelo híbrido, conhecido também por blended learning. Esta tese promove uma discussão acerca desse tipo de ensino, tendo como objetivo propor um modelo de ambiente virtual com estratégias adaptativas para personalizar a aprendizagem em cursos híbridos de ensino superior. O modelo foi submetido à validação de 179 estudantes de cursos das Engenharias, por meio de questionário, construído a partir de algumas dimensões para testar a aceitabilidade da proposta. Além disso, para o refinamento do modelo, 21 docentes teceram contribuições e percepções acerca dos desafios encontrados na elaboração dos materiais didáticos do curso CBL (Competency-based Learning) de Língua Portuguesa e de Matemática, concebido exclusivamente para subsidiar a avaliação da solução (testes e refinamento). Quanto aos procedimentos metodológicos, este estudo propõe uma abordagem qualitativa e quantitativa, utilizando a Metodologia de Desenvolvimento (Development Research), estruturado em três estudos: exploratório (Estudo 1 - Investigação Preliminar), que cuidou de uma revisão e mapeamento de literatura, assim como o acompanhamento do projeto piloto para avaliar um sistema adaptativo; desenvolvimento (Estudo 2 - Inserção Teórica), que analisou feedback do projeto piloto para desenvolver a solução a partir da fundamentação teórica e as tecnologias existentes, incluindo a proposição de conteúdo personalizado e atividades baseadas nos estilos de aprendizagem do ambiente virtual ; e empírico (Teste Empírico), que consistiu na adaptatividade aplicada no LMS e adição do desenho do curso CBL. Como resultados, o estudo 1 possibilitou entender como os alunos receberam o projeto piloto e quais eram seus perfis como estudantes, tendo como base a revisão e mapeamento de literatura realizados; o estudo 2 permitiu fazer a articulação entre o referencial teórico e o feedback do projeto piloto, levantando cinco categorias de melhorias para análise; e o estudo 3 implementou as melhorias e criou o curso CBL com as devidas estratégias adaptativas. Através de toda a investigação realizada, concluiu-se que o modelo de ambiente virtual proposto é adequado para apoiar a aprendizagem de alunos em cursos híbridos e a possibilidade de um plano de estudos personalizado confere ao estudante sanar ou diminuir suas dificuldades. Após todas as etapas relatadas, esperou-se reunir contribuições necessárias e suficientes para colaborar com o desenvolvimento do ensino no âmbito tratado, promovendo o crescimento do ensino da educação a distância para o ensino superior.In the 21st century, changes in the direction of education promote the emergence of skills and challenges. By using new technologies, higher education institutions need to shape their teaching methods to assist the student in the best curriculum. In this context, online education emerges to expand the possibilities of student learning, implementing fully distance learning or the hybrid model, also known as blended learning. This thesis promotes a discussion about this type of teaching, aiming to propose a virtual environment model with adaptive strategies to personalize learning in blended learning courses of higher education. The model was submitted to the validation of 179 students of engineering courses, through a questionnaire, constructed from some dimensions to test the acceptability of the proposal. In addition, to refine the model, 21 teachers made contributions and perceptions about the challenges encountered in the preparation of the CBL (Competency-based Learning) Portuguese and Mathematics course materials, designed exclusively to support the evaluation of the solution (tests and refinement). In the methodological procedures, this study proposes a qualitative and quantitative approach, using the development research as methodology, structured in three studies: exploratory (Study 1 - Preliminary Investigation), which took care of a literature review and mapping, as well as the follow-up of the pilot project to evaluate an adaptive system; development (Study 2 - Theoretical embedding), which analyzed feedback from the pilot project to develop the solution from the theoretical reference and existing technologies, including proposing customized content and activities based on the learning styles in virtual environment; and empirical (Empirical testing), which consisted in the adaptivity applied in the LMS and addition of the CBL course design. As a result, study 1 made it possible to understand how students received the pilot project and what their profiles were as students, based on literature review and mapping; study 2 allowed to articulate between the theoretical reference and feedback of the pilot project, raising five categories of improvements for analysis; and study 3 implemented the improvements and created the CBL course with the appropriate adaptive strategies. Throughout the research carried out, it was concluded that the proposed virtual environment model is adequate to support the learning of students in blended learning courses and the possibility of a personalized study plan allows the student to heal or reduce their difficulties. After all the steps reported, it was hoped to gather necessary and sufficient contributions to collaborate with the development of the education in the treated scope, promoting the growth of the education of the distance education in the higher education.info:eu-repo/semantics/draf