The influence of student characteristics on the use of adaptive e-learning material

Adaptive e-learning materials can help teachers to educate heterogeneous student groups. This study provides empirical data about the way academic students differ in their learning when using adaptive elearning materials. Ninety-four students participated in the study. We determined characteristics in a heterogeneous student group by collecting demographic data and measuring motivation and prior knowledge. We also measured the learning paths students followed and learning strategies they used when working with adaptive e-learning material in a molecular biology course. We then combined these data to study if and how student characteristics relate to the learning paths and strategies they used. We observed that students did follow different learning paths. Gender did not have an effect, but (mainly Dutch) BSc students differed from (international) MSc students in the intrinsic motivation they had and the learning paths and strategies they followed when using the adaptive e-learning materia

Impact of learner control on learning in adaptable and personalised e-learning environments

The purpose of this thesis is to investigate the impact of learners‟ measure of control over their learning, while working in different online learning environments, and how this, in combination with a structured learning material selection according to their learning preferences, can affect their learning performance. A qualitative study was carried out on the understanding of different learning philosophies, different learning environments and different learning preferences, in correlation with learners‟ measure of control over their learning environments, in terms of their influence on their learning performance. The research commenced with a survey of UK Higher Educational institutions, to determine the usage of adaptive e-learning systems in UK HE and the type and nature of the systems in use, which in combination with the literature review enabled the clarification of the research hypothesis and objectives. Since a measurement of learners‟ learning performance was needed, an adaptable personalised e-learning system (ALPELS) was developed to create an environment where a qualitative measurement could be done. Experimental data was then gathered from two cohorts of MSc students over two semesters, who used the newly designed and developed online learning environment. The successful implementation of the project has produced a large amount of data, which demonstrates a correlation between i) adaptable and personalised e-learning systems, and ii) learners‟ learning styles (which in itself supports the behaviouristic approach towards this type of online learning environment – ALPELS). The study indicates a dependency between an online controlled learning environment and learners‟ learning performances, showing that a personalised e-learning system (PELS) would be supportive of recall (R) and understanding (U) types of content materials (with an indication of 4.89%), but also demonstrating an increase in student learning performance in an adaptable e-learning system (ALELS) while using competency (C) types of content materials (with an indication of 5.43%). These outcomes provide a basis for future design of e-learning systems, utilising different models of learner control based on underpinning educational philosophies, in combination with learning preferences, to structure and present learning content according to type

Does distance e‐learning work? A comparison between distance and face‐to‐face learners using e‐learning materials

This study compares continual assessment data, intake numbers, retention numbers and final examination grades of a mixed cohort of face‐to‐face and distance learners against similar data from previous years where e‐learning materials were not used in order to test whether e‐learning materials can support the same quality and quantity of teaching and learning for both face‐to‐face and distance learners. The results for this cohort of learners demonstrate that: (i) distance e‐learners score as well and sometimes better than face‐to‐face learners; (ii) face‐to‐face student numbers have increased; (iii) overall, student retention and student attendance have been maintained; (iv) final examination results have been maintained or in some cases improved; (v) lecturer workload was high, but not unmanageable, and it is clear how manageability can be improved

Social e-learning in topolor : a case study

Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics. In this paper, we present a case study that analyzes the social interaction features of a social personalized adaptive e-learning system developed at the University of Warwick, called Topolor. We discuss the results of a quantitative case study that evaluates the perceived usefulness and usability. The results demonstrate a generally high level of learner satisfaction with their learning experience. We extend the discussion of the results to explore future research directions and suggest further improvements for the studied social personalized adaptive e-learning system

FACTORS INFLUENCING STRATEGIC USE OF WEBBASED PLATFORM AND ITS IMPACT ON EDUCATION AT UNIVERSITY

Introducing web-based platforms in education process opens new era of technology for learning including huge challenges in education. Web-based learning could be considered as essential component fostering online learning and teaching. Various factors influencing the teachers while applying study materials in e-learning platform are investigated in the given research study. The author offers an indicative pattern of a standard content of eteaching materials, and investigates to what extent teaching materials available in MOODLE correspond to this standard pattern for ensuring comprehensive web-based e-learning and supporting effective collaboration system for the students and educator. For assessment the completeness level of e-materials available the composite coefficient is recommended as useful tool for educators who are interested in developing e-learning and e-teaching

E-packs and Independent Learning

The Open Language Programme (OLP) offered in the Department of Humanities, Arts and Languages at London Metropolitan University allows students to combine language learning with other subjects, and means that those specialising in languages work with non-specialist students, members of staff, as well as members of the general public. About 70% of our language learners are mature students from non-traditional backgrounds and have different needs from younger, campus-based students. The programme is based on a combination of taught classes and self-study. The students are expected to attend a 3-hour class every week, as well as completing 3 hours of self-study. In order to provide students with independent learning opportunities, the OLP initially developed a series of self-study packs for each language and each stage. Although they were used successfully for a number of years, it became clear that there were some disadvantages to these paper-based study packs; in particular, students had to come to the Language Centre to use the materials, and, moreover, locating the wide range of materials was time-consuming and impractical. We therefore started developing online language learning materials that were more accessible to our students. This is the context in which the LondonMet e-pack was born

Collaboration between Librarians and Learning Technologists to enhance the learning of health sciences students.

Collaboration between Librarians and Learning Technologists at Bournemouth University (BU) has been stimulated and cemented by Pathfinder funding from the Higher Education Academy. This paper will consider four case studies collected as part of the eRes Project that describe the use of Web 2.0 technologies in the School of Health and Social Care at BU. The project aimed to enhance the student learning experience in an increasingly electronic environment. This was achieved by developing and disseminating innovative pedagogical frameworks, bringing together learning activities and academically led quality e-resources within the unit of study. An e-reading strategy which encompasses models for resource discovery and e-literacy was developed, drawing on the experiences and findings of the case studies. Issues considered in this paper will include accessing academic electronic reading materials and using a social bookmarking tool integrated within BU’s virtual learning environment with students studying away from the main campus. Additionally the paper will consider how technology can be used to motivate students, especially in large groups and how it can be used to engage students with a subject perceived as “dry” or “difficult”. The rich possibilities of health science materials can be exploited more fully using new technologies embedded within the curriculum

Distance learning of engineering based subjects: A case study.

YesWith the advancement of technology, significant changes have been introduced into the learning and teaching environment. The importance of enhancing the interest of learners is an on-going challenge for educators of all levels. In this respect, teaching and learning practices are adapting to students¿ exposure to technological and social trends. In this presentation, a case study of using technology to enhance the learners¿ environment for engineering-based subjects in higher education is presented. The approach consists of delivering interactive materials through a Virtual Learning Environment and integrating web application technologies to enhance the learners¿ experience. Due to the vast subject areas in engineering and the variety of content of each subject, a general methodology is first identified and adopted. This consists of stages that show the progress from initial development to deployment of the materials, followed by evaluation of the module and further improvements carried out on the module based on qualitative evaluation. The evaluation process consists of the application of electronic surveys for feedback on the distance learning module. In addition, monitoring of the students¿ usage of the materials is also carried out. The presentation concludes with the presentation of the initial results from a current e-learning module

The Development of E-Learning Teaching Material Based on Edmodo on Basic Competencies of National Integration at Class X of Senior High School

This research aims to determine (1) the design of E-learning teaching materials, (2) steps for using Edmodo-based learning materials (3) student learning behaviour in learning using Edmodo-based E-learning. The development model used is a procedural model adapted from the instructional design development model according to Dick & Carey while the development research model used is in accordance with Borg & Gall. The instrument used was in the form of a questionnaire instrument, interview guidelines and observation guidelines (observations). The data analysis used in this study is qualitative descriptive statistics. Noting the validation of experts and the results of trials in the field, it can be concluded that: (1) Edmodo-based E-learning teaching materials on Basic Competence (KD) of National Integration are appropriate to use for Class X (Grade 10th) SMA PPKn subjects; (2) Clarity of instructions for using E-learning teaching materials is considered good; (3) Changes in student learning behaviour are students who look very enthusiastic about learning by using E-learning teaching materials; (4) Edmodo-based E-learning materials are considered effective in achieving the learning objectives of the PPKn; (5) Edmodo-based E-learning teaching materials have a high time and place efficiency with regard to the limitations of available teaching materials; (6) Edmodo-based E-learning teaching material is a strategy for delivering messages that have high competitiveness. For research on the development of E-learning teaching materials based on Edmodo that will come to be more refined and better in order to support the smooth learning process

Strategi Dosen Dalam Manajemen E-Learning Guna Meningkatkan Hasil Belajar Mahasiswa di Perguruan Tinggi

The purpose of this research is to find out how lecturers' strategies in e-learning management to improve learning outcomes in college. In this study, strategi lecturer in e-learning management in question includes how to plan, implement, supervise, and evaluate in online learning (e-learning). This type of research uses a qualitative approach with descriptive methods. The subjects of the study are lecturers who do online learning and are able to improve the results of learning through e-learning. The research instrument uses interview guidelines and documentation. The data collection technique in this study is an interview with a strengthened on website e-learning display website documentation. Data analysis using data triangulation techniques. The results of this study showed that the lecturer's strategy in managing e-learning, including 1) Planning, namely drawing up a learning plan on the e-learning website, with a sub-view of RPS (lesson plan), learning achievements, diagnostic tests (pre-test), module materials, learning videos, journal links related to materials, discussion forums, tasks, and absorption tests (posttest). 3) Supervision is by utilizing the agreed e-learning time, monitoring process through zoom media, video conference and whatsapp group to know the activeness and atamodity of students in e-learning. 4) Evaluation, with diagnostic tests and absorption tests as an indicator of student atteanity in receiving e-learning materials and independent tasks to improve HOTS (higher order of thinking skills) students. Evaluation in maximizing e-learning content in the website is done with CIPP (context, input, process, and output) so that innovation from lecturers is always increasing