Proposal of a mobile learning preferences model

A model consisting of five dimensions of mobile learning preferences – location, level of distractions, time of day, level of motivation and available time – is proposed in this paper. The aim of the model is to potentially increase the learning effectiveness of individuals or groups by appropriately matching and allocating mobile learning materials/applications according to each learner’s type. Examples are given. Our current research investigations relating to this model are described

Learning preferences for large scale multi-label problems

Despite that the majority of machine learning approaches aim to solve binary classification problems, several real-world applications require specialized algorithms able to handle many different classes, as in the case of single-label multi-class and multi-label classification problems. The Label Ranking framework is a generalization of the above mentioned settings, which aims to map instances from the input space to a total order over the set of possible labels. However, generally these algorithms are more complex than binary ones, and their application on large-scale datasets could be untractable. The main contribution of this work is the proposal of a novel general online preference-based label ranking framework. The proposed framework is able to solve binary, multi-class, multi-label and ranking problems. A comparison with other baselines has been performed, showing effectiveness and efficiency in a real-world large-scale multi-label task

Mining learning preferences in web-based instruction: Holists vs. Serialists

Web-based instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-based instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of web-based instruction programs. However, the majority of previous studies focus on Field Dependence/Independence. Pask's Holist/Serialist dimension has conceptual links with Field Dependence/Independence but it is left mostly unstudied. Therefore, this study focuses on identifying how this dimension of cognitive style affects learner preferences of Web-based instruction programs. A data mining approach is used to illustrate the difference in preferences between Holists and Serialists. The findings show that there are clear differences in regard to content presentation and navigation support. A set of design features were then produced to help designers incorporate cognitive styles into the development of Web-based instruction programs to ensure that they can accommodate learners' different preferences.This work is partially funded by National Science Council, Taiwan, ROC (NSC 98-2511-S-008-012- MY3; NSC 99- 2511-S-008 -003 -MY2; NSC 99-2631-S-008-001)

Students’ learning preferences of English for academic purposes - A KUiTTHO Affair

Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO) aims to produce graduates who are competent in English and other core skills in order to be in parallel with other established institutions. Communication and soft skills play important roles in making a graduate a success in the working world and to meet the demands of globalization especially where English is becoming more important. English for Academic Purposes was introduced as one of the required subjects for KUiTTHO students. Students whose MUET results are below than Band 3 and achieved only 50% or less in the placement test are required to take this course. This subject is aimed to facilitate students to undertake MUET again so they are able to achieve at least a Band 3. The study aims to find the learner’s preference in learning English for Academic Purposes as a new subject. Learning preferences in this case include how they want to learn, which language skills they prefer to learn and types of activities they prefer. This research will adapt the qualitative method using questionnaire and observation in gaining data. It is hoped through this research a comprehensive needs analysis can be developed to enhance the learning and the teaching of English for Academic Purposes later

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

Learning preferences in elementary education

This project seeks to develop an understanding of the many theories on how children learn, develop a unit plan grounded in research, investigate the research-to-practice bridge in elementary education, and analyze theories of learning and curriculum implementation within the field of elementary education