A novel algorithm for dynamic student profile adaptation based on learning styles

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.E-learning recommendation systems are used to enhance student performance and knowledge by providing tailor- made services based on the students’ preferences and learning styles, which are typically stored in student profiles. For such systems to remain effective, the profiles need to be able to adapt and reflect the students’ changing behaviour. In this paper, we introduce new algorithms that are designed to track student learning behaviour patterns, capture their learning styles, and maintain dynamic student profiles within a recommendation system (RS). This paper also proposes a new method to extract features that characterise student behaviour to identify students’ learning styles with respect to the Felder-Silverman learning style model (FSLSM). In order to test the efficiency of the proposed algorithm, we present a series of experiments that use a dataset of real students to demonstrate how our proposed algorithm can effectively model a dynamic student profile and adapt to different student learning behaviour. The results revealed that the students could effectively increase their learning efficiency and quality for the courses when the learning styles are identified, and proper recommendations are made by using our method

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Implementation and evaluation of interactive online instruction in the dietetic internship

Changes occurring in healthcare, education, and technology instigated the inclusion of interactive online technology in the dietetic internship program. A model of learner-centered, cooperative distance education using interactive online technology is described. Scrollable text, graphics, audio clips, animations, interactive calculators, video clips, and simulations were included in the model. Cooperative learning strategies were incorporated into the online instruction to initiate learner/instructor and learner/learner interaction. Seventy-five dietetic interns from three universities (Iowa State University, Kansas State University, and East Carolina University) served as subjects for the study. Intern classes from each university were randomly assigned to control and experimental groups, with and without online instructional support;Evaluation of the model included: use of the technology by interns, survey of computer attitudes and learning styles, \u27key-feature\u27 exams, and registered dietitian (RD) exam scores. ANOVA and linear regression models were constructed to account for the experimental error introduced by the nested design of the model. Demographic variables and previous computer experience did not influence the use of the online instruction; however, those that reported preferring to work with others tended to use the online instruction more (p = .05). Other preferred learning styles did not appear to influence the use of the technology significantly. These findings imply that the technology does facilitate cooperative learning strategies and can be used by a variety of learners. Significant improvement in self-efficacy with the World Wide Web occurred irrespective of the treatment. Interns using the interactive online technology had significant improvement in performance on the nutrition support key feature exam (p = .01) when compared to those not receiving the online instructional support. Intern performance on the pediatric key feature exam was significantly different between the control and experimental groups (p = .03); the experimental group did not exhibit the poorer performance on the post test that the control group did. There was no statistical difference in the two groups\u27 performance on the RD exam;This study found that interactive online technology can be successfully incorporated into a dietetic internship program. Clinical competency, as evaluated by the key feature exam, was improved with interactive online technology in select settings of the dietetic internship. It appears that interactive online instruction accommodates a variety of learning styles and has the potential to improve competency and technological aptitude

The effect of interactivity in an online course on behavior change and self-efficacy among health care professionals

Continuing Medical Education (CME) interventions continue to be an important factor in the lifelong learning of health care professionals. Online interventions have become increasingly popular since the inception of the Internet. Many CME courses (traditional and online) are evaluated solely on the knowledge gained and participant reactions. However, this study focused on the instructional design of an online CME course and how the design affected the self-efficacy of the learner and the amount of knowledge transferred to the professionals’ practice. Specifically, this study answered the following research questions: 1) How can one design online instruction that will foster a change in health care professionals’ behavior from the course and into medical practice? 2) How can one design online instruction that will increase health care professionals’ self-efficacy with the presented content? The researcher designed two online CME courses regarding the clinical diagnosis of Lyme disease. One course incorporated very few interactive, instructional elements, while the second course incorporated audio, video, and interactive elements. The researcher collected data using both quantitative and qualitative methods via pre-tests, post-tests, a final survey given to participants three weeks after completing the online course, and four interviews. The findings indicated that the knowledge, self-efficacy, and behavior did improve for the majority of participants. However, interactive, instructional elements were not found to be the sole reason for the increase of knowledge, self-efficacy, and change in behavior. The present study did confirm that the instructional design of online courses was important. These results suggest that future CME designers should continue to investigate elements within online courses to see which elements are found to be the most valuable for learners’ gain in knowledge, self-efficacy, and a change in behavior

Incorporating learning styles into the user model

In this paper, we show the main definitions of learning styles, and a summary of the opinions about the efficacy of learning styles. In addition, this paper explores the application of the Felder-Silverman learning style model to adaptive training courses delivered via the “World Wide Web”. Due to the newness of the Web, its features, benefits, limitations and requirements as a delivery medium for distance learning are largely unstudied and unverified. This paper presents an attempt to incorporate learning styles in adaptive web-based systems and links it to the larger context of web-based education. In sum, this piece of research offers new ideas concerning an Adaptive We-based Education system, which includes the extraction of student’s learning styles preferences and then modifying the course presentation. We have implemented a prototype that adapts the course structure to the student learning style. We suggest the application of the results of the ILS questionnaire to automatically adapt some dimensions of the Felder-Silverman model to the course content and structure. The underlying idea of adaptive hypermedia based on learning styles is quite simple: adapt the presentation of course material so that it is more conductive to each student learning the course. This tailoring should allow for student learning in the shortest possible period of time. This approach has the effect of removing the impact of the instructor’s learning and eaching style and allowing the student to see the material through the clear lenses of his own perspective and learning style.The Spanish Interdepartmental Commission of Science and Technology (CICYT), project number TIC2001-0685-C02-01, has sponsored this work

EVALUATION OF AN INTERACTIVE WEB-BASED EDUCATIONAL MODULE FOR HEALTH CARE PROVIDERS TREATING PAIN IN PATIENTS WITH SICKLE CELL DISEASE

Acute pain from vaso-occlusion that cannot be reduced at home is the most common reason for Emergency Department (ED) visits and hospital admission for patients with Sickle Cell Disease (SCD). Administration of opioids is often necessary to alleviate pain symptoms. Despite health-care provider's knowledge of pain episodes that occur in individuals with SCD, poor pain management persists in the health care setting. This may be due to preconceptions and misinformation regarding administration of opioids and general lack of SCD knowledge. The availability of personal computers and access to the World Wide Web in the home and office settings allows for web-based learning as an efficient and convienient method to reach many health-care providers. Clinicians can access concisely presented information that covers the most essential information, and that provides instantaneous access to relevant literature. Consequently, we developed a web-based, interactive educational module that describes a typical presentation and course of a pediatric patient with SCD presenting to the ED with pain. The purpose of this project is to assess whether this type of educational intervention is useful, accessible and effective for enhancing health care provider's knowledge. To measure degree of knowledge gained, we compared answer selections from a 5-question pre-test and post-test. An evaluation was administered containing two demographic questions and nine opinion questions. Opinion questions asked subjects to what degree they felt a particular objective was achieved. Answers choices were based on a Likert-type scale ranging from "very low" to "very high". A variety of health care providers have participated in this project, ranging from social workers to hematology attending physicians. Subjects reported feeling a web-based application was useful and that the overall quality of our module was very good. Under-treatment of pain in all patient populations is a public health problem. In the SCD patient population pain episodes recur over a lifetime and significantly impact all areas of life. Web-based educational modules similar to the one we have created can augment knowledge and refine health care providers' practice of pain management in SCD to improve efficacy, thereby increasing quality of life for these patients