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Dissertations / Theses on the topic 'Personalized Learning Environments'
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Barnes, Rachel J. "The Use of Personalized Learning Environments in Corporate Training Programs." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1302192806.
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Ozpolat, Ebru. "A Framework For A Personalized E-learning System." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610612/index.pdf.
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This thesis focuses on three of the main components of an e-learning system: Infrastructure model, data integration and personalization. For the infrastructure model, our aim is to get best use of heterogeneously structured, geographically distributed data resources. Therefore, a detailed analysis of the available infrastructure models is carried out and an open source reference implementation based on grid technology is implemented. Furthermore, a simple data integration mechanism is proposed for the suggested reference implementation.
For personalization, a statistical algorithm is proposed based on extracting and utilizing the learner model. The learner model based on Felder-Silverman learning style is extracted automatically using NBTree classification algorithm in conjunction with Binary relevance classifier for basic science learners. Experimental results show that the performance of the proposed automated learner modelling approach is consistent with the results, obtained by the questionnaires traditionally used for learning style assessment.
In the thesis, the classification results are further utilized for providing the user with personalized queries.
Keywords: Interactive learning environmentspersonalization in e-learning
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Gutiérrez, Carreón Gustavo Alfonso. "A semantic description model for the development and evaluation of personalized learning environments based on distributed systems." Doctoral thesis, Universitat Oberta de Catalunya, 2016. http://hdl.handle.net/10803/360337.
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L'objectiu d'aquesta tesi doctoral és implementar i avaluar Entorns Virtuals d'Aprenentatge (EVA) distribuïts amb el suport de models semàntics per a la descripció de serveis d'aprenentatge i la seva incorporació dins en escenaris d'aprenentatge basats en tecnologies Grid i de Còmput al Núvol. Aquests EVA distribuïts compten amb funcionalitats que permeten la col·laboració i personalització per part dels estudiants, així com demanen un intercanvi coordinat i flexible dels recursos de la xarxa, els quals són recol·lectats de forma dinàmica per individus i institucions, per als quals s'estableixen mecanismes que permeten el correcte intercanvi de la informació i un control estricte dels recursos a compartir. Els serveis d'aprenentatge són components fonamentals dels EVA distribuïts, representant funcionalitats que poden ser fàcilment reutilitzats sense conèixer els detalls de la forma en què s'han implementat.El objetivo de esta tesis doctoral es implementar y evaluar Entornos Virtuales de Aprendizaje (EVA) distribuidos con el soporte de modelos semánticos para la descripción de servicios de aprendizaje y su incorporación dentro en escenarios de aprendizaje basados en tecnologías Grid y de Cómputo en la Nube. Estos EVA distribuidos cuentan con funcionalidades que permiten la colaboración y personalización por parte de los estudiantes, así como demandan un intercambio coordinado y flexible de los recursos de la red, los cuales son recolectados de forma dinámica por individuos e instituciones, para los cuales se establecen mecanismos que permiten el correcto intercambio de la información y un control estricto de los recursos a compartir. Los servicios de aprendizaje son componentes fundamentales de los EVA distribuidos, representando funcionalidades que pueden ser fácilmente reutilizados sin conocer los detalles de la forma en que se han implementado.
The objective of this doctoral thesis is to implement and evaluate distributed Virtual Learning Environments (VLEs) supported with semantic models for the description of learning services and their incorporation within learning scenarios based on Grid and Cloud technologies, with features that allow students' personalization and collaboration. These distributed VLEs demand a flexible and coordinated form of sharing network resources, which are dynamically collected by individuals and institutions, and establishing mechanisms for the correct exchange of information and a strict control of the resources to share. Learning services are fundamental components of distributed VLEs representing functions that can be easily reused without knowing the details of how services have been implemented.
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Costello, Robert. "Adaptive intelligent personalised learning (AIPL) environment." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:6251.
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As individuals the ideal learning scenario would be a learning environment tailored just for how we like to learn, personalised to our requirements. This has previously been almost inconceivable given the complexities of learning, the constraints within the environments in which we teach, and the need for global repositories of knowledge to facilitate this process. Whilst it is still not necessarily achievable in its full sense this research project represents a path towards this ideal. In this thesis, findings from research into the development of a model (the Adaptive Intelligent Personalised Learning (AIPL)), the creation of a prototype implementation of a system designed around this model (the AIPL environment) and the construction of a suite of intelligent algorithms (Personalised Adaptive Filtering System (PAFS)) for personalised learning are presented and evaluated. A mixed methods approach is used in the evaluation of the AIPL environment. The AIPL model is built on the premise of an ideal system being one which does not just consider the individual but also considers groupings of likeminded individuals and their power to influence learner choice. The results show that: (1) There is a positive correlation for using group-learning-paradigms. (2) Using personalisation as a learning aid can help to facilitate individual learning and encourage learning on-line. (3) Using learning styles as a way of identifying and categorising the individuals can improve their on-line learning experience. (4) Using Adaptive Information Retrieval techniques linked to group-learning-paradigms can reduce and improve the problem of mis-matching. A number of approaches for further work to extend and expand upon the work presented are highlighted at the end of the Thesis.
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Alsubaei, Mutlag. "Creating a personalised learning environment using learning objects." Thesis, University of Salford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491030.
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A paradigm shift has occurred in the learning field with the emergence, advances and proliferation of the latest, rapid technologies coupled with improvements in the understanding of learning environments and advances in instructional design. This takes the traditional notions of learning and transports it into the modern world to forge new learning environments that offer substantial benefits over traditional learning environments. Part of this revolution is headed by the learning object paradigm. This research focuses on the development of a personalised learning environment using learning objects as the primary tool and the basis to facilitate the production of a fully robust system and environment that offer learners personalised learning and the benefits that such learning brings.
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Stevenson, Liz. "Personalised Learning in a Web 2.0 environment." The University of Waikato, 2008. http://hdl.handle.net/10289/2377.
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21st century schools face significant challenges as they move towards providing opportunities for learners which recognize and build on their strengths and abilities. The process of supporting young people to develop the desire and the confidence to recognise personal potential and to manage their ongoing learning is a priority. Communication and collaboration are key to learners becoming informed active participants in their own learning and experiencing successful outcomes in today's society. Our old models of learning where pre packaged parcels of knowledge were delivered to students by teachers will no longer suffice. As we respond to the new meaning of knowledge in the 21st century and begin to view knowledge as an active process, it is clear that many of the top down structures and organisational practices present in New Zealand secondary schools need change. The idea of personalisation in order to support independent learners to reach their potential is a familiar one for many teachers and is one of the ideals which may have brought them into the teaching profession. However, the institutional contexts in which they operate can act not as a driving force for personalised learning but as a barrier to it. In seeking to find one possible way in which secondary school systems can be re shaped around the needs of the learner, this study examines the role of online mentoring with experts outside the school. This small scale qualitative study uses ethnographic methods to gather data from twelve secondary school year thirteen physical education students and their teacher as they engage in an eight week online project with expert sports coaches at Auckland University of Technology. Eleven of the students were boys. In examining the impact which online mentoring might have on this group of learners and their teacher, rich data was collected via web transcripts, observation, image data and interviews. The research findings reveal that students found a high degree of satisfaction with the process and placed value on having the opportunity to pursue personalised goals as they worked with mentors in a collaborative online environment. Teacher behaviour and practice underwent change in the project with the teacher becoming repositioned within the group in the role of learner. In a process where authoritarian approaches were replaced by collaborative group action and inquiry, students reported an enhanced ability to think deeply, to manage their own learning and to relate in highly skilled ways with others. Students' perceptions about the ways in which they were working were analysed using the New Zealand Curriculum Key Competencies. As students focused their inquiry past the level of curriculum goals and onto real world personal goals, several experienced a shift in perception concerning their own learning potential and expressed surprised at their own level of competence. The fact that eleven out of the twelve students were boys makes this shift in personal learning expectation worthy of further investigation in the quest for improving academic outcomes for boys. Finally, this study may have relevance for the ways in which the Key Competencies have meaning in secondary schools. The study demonstrated that the emergence of competencies such as self management and relating to others was assisted by changes in teacher behaviour and action. As authoritarian approaches were replaced by a collaborative model where independent learning with others was supported, learners began to exhibit the personal competencies described by the New Zealand Curriculum (2008). These competencies which include Thinking, Using Language, symbols and texts, Managing self, Relating to others and Participating and contributing occurred as a natural consequence of a learning model which was shaped to fit the learner; a personalised approach to learning with support from online mentors.
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Mustafa, Alan. "Impact of learner control on learning in adaptable and personalised e-learning environments." Thesis, University of Greenwich, 2011. http://gala.gre.ac.uk/7143/.
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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.
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Saz, Peñamaria Alexandra. "La construcción del conocimiento en entornos personales de aprendizaje." Doctoral thesis, Universitat d'Andorra, 2014. http://hdl.handle.net/10803/283146.
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En la societat del coneixement i de l’aprenentatge la universitat ocupa un lloc fonamental com a factor de progrés i transformació social. La universitat ha de ser motor d’estratègies didàctiques que fomentin la construcció del coneixement, gràcies a les possibilitats que ofereixen les tecnologies de la informació i de la comunicació (TIC). En aquest sentit, els entorns personals d’aprenentatge (PLE) esdevenen un punt d’inflexió en les pràctiques educatives amb les TIC i una oportunitat per promoure una universitat sense murs que doni resposta a les demandes de la societat del coneixement i de l’aprenentatge.
L’objectiu d’aquesta tesi doctoral és analitzar com s’introdueixen les TIC, i més concretament els entorns personals d’aprenentatge, en activitats d’ensenyament-aprenentatge formals. És una recerca aplicada i orientada a l’acció, en què la introducció dels PLE s’entén com una metodologia impulsora de la saviesa digital. Per aquest motiu, les conclusions finals estan formulades com a propostes d’acció per a les institucions d’educació superior, els docents universitaris i els desenvolupadors tecnològics.
Com a estratègia metodològica i amb l’objectiu de comprendre el fenomen d’estudi en un context real, s’ha optat per l’estudi de dos casos: el mòdul Entornos, intrumentos y prácticas de aprendizaje virtual (M9) del Màster Interuniversitari de Psicologia de l’Educació (MIPE) coordinat per la Universitat de Barcelona i l’assignatura de Psicologia de l’educació dels estudis del Bàtxelor en Ciències de l’educació (BCE) de la Universitat d’Andorra.
A fi d’ampliar la investigació realitzada en els dos casos d’estudi, també s’han analitzat les valoracions d’una àmplia mostra d’estudiants, sobre la possibilitat d’incorporar als entorns virtuals d’aprenentatge (EVA) de les seves institucions les característiques clau dels PLE i el grau d’utilitat per als seus aprenentatges.In the society of knowledge and learning the university is central for progress and social transformation. The university should be motor in teaching strategies that promote knowledge construction thanks to the possibilities offered by Information and communications technology (ICT). In this sense, personal learning environments (PLE) become a turning point in educational practices with ICT as well as an opportunity to promote a university without walls, that meets the demands of the society of knowledge and learning. The aim of this thesis is to study how to introduce ICT, and more specifically personal learning environments, in formal teaching and learning activities. It is an applied and action-oriented research which understands the introduction of PLE as a driving methodology of digital wisdom. For this reason, the final conclusions are made as proposals for action to institutions of higher education, university teachers and technology developers. As a methodological strategy and with the aim of understanding the phenomenon of study in a real context, we decided to study two different educational streams: the course Environments, tools and practices of virtual learning, from the Master’s degree Educational Psychology/MIPE coordinated by the University of Barcelona, and the course Educational Psychology, from the Bachelor of Educational Sciences at the University of Andorra. In order to expand the research conducted in the two case studies we have also analyzed the valuations of a large sample of students; on the possibility of incorporating to their present virtual learning environments (EVA) the key features of PLE.
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Webster, Ray. "A reflective and participatory approach to the design of personalised learning environments." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431416.
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Somera, Sandra Lopez. "Educator Experiences Transitioning to a Blended Learning Environment in K-6 Public." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4815.
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Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants' transition to a blended learning environment. Two teachers in one school in a California school district that transitioned to a blended learning approach were cases studied. The participants were a 4th and a 6th grade teacher who had taught the same grade level at their current school at least 1 year prior to its transition to a blended learning approach. The data collection process included interviews, classroom observations, and document reviews. The participants were interviewed on their understanding of blended learning and their changes in pedagogy. Classroom observations and documents were analyzed using pattern-matching to provide corroborating evidence. The teachers perceived an increase in student-teacher interactions and indicated a need for more guidance developing their blended learning program and support curating resources during the transition to blended learning. A self-paced online professional development program was designed to provide the training needed to support the teachers in their transition. The project study could lead to positive social change by identifying teacher support needed to transition from a traditional teaching environment to a blended learning environment.
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Basu, Debarati. "Investigation of Personalized Learning and Engagement within a Cyberlearning System for Environmental Monitoring Education." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/84969.
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Advance Personalized Learning is one of the 14 grand challenges of engineering as identified by the National Academy of Engineering. One possible approach for this advancement is to deploy systems that allow an investigator to understand the differences in the learning process of individuals. In this context, cyberlearning systems that use networked computing and communication technology to reach a large number of learners offer the affordance to uniquely identify learners and track their learning process in real-time. Motivated by this idea, this doctoral research aims to investigate personalized learning and engagement within a cyberlearning system, called the Online Watershed Learning System (OWLS). This cyberlearning system utilizes learning resources generated by a real-time high-frequency environmental monitoring system, called the Learning Enhanced Watershed Assessment System (LEWAS).
The goals include advancing the OWLS with a user tracking system and data availability and visualization features and investigating personalized learning and engagement within the OWLS. A user-tracking system is developed utilizing a Node.js-based Express framework and deployed in the LEWAS server, which identifies individual users across devices such as laptops, tablets, and desktops, and detects their interaction within the OWLS, and stores the interaction data in a PostgreSQL database. HTML, CSS, and JavaScript technologies are used for the client-side development. Informed by the situative theory of learning and engagement theory, an investigation was carried out with 52 students from a junior-level civil engineering class. They completed an OWLS-based in-class task focused on concepts related to the environmental monitoring. Pre and post-surveys and the user-tracking system were utilized to collect data on individual student's perceived and conceptual learning, perceived and behavioral engagement, and perception towards the learning value of the OWLS. Results provide several insights into individual student's learning and engagement with the OWLS. For example, students gained knowledge using the OWLS, and their learning varied with the design of the in-class task, which, however, did not impact their engagement. Further, students' learning (scores on in-class task) had a significant negative relationship with their behavioral engagement (frequency of resource utilization of the OWLS). Additionally, temporal navigational strategies of 52 students were identified on an individual basis. Finally, variations in learning and engagement were analyzed in terms of factors such as gender and background knowledge. The study has implications for designing effective cyberlearning systems and learning activities that can utilize cyberlearning systems for leveraging technology-enhanced teaching and learning.Ph. D.
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Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.
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The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.
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McCord, Samuel. "A School of Choice: A Case Study of an Instructional Learning Model in a Public School System." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3372.
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This case study focused on the understandings of the administration and teaching staff with regard to the implementation and student academic growth of the B-L Upward program. The understandings were formed from data collected through structured, face-to-face interviews. The questioning of the staff members assisted in determining an understanding of the instructional model of the B-L Upward program. The experimental nature of the B-L Upward program allowed students, primarily those graduating from eighth grade and heading into high school, to choose an alternative to the traditional secondary learning environment. The current case study is an examination of the B-L Upward program through the interview process involving the administrative and teaching staff with regard to program implementation and student academic growth. Four members of the administrative staff directly responsible for the management of the B-L Upward program and eight members of the teaching staff currently employed at the school were interviewed regarding their understandings of the BLU program. The case study approach provides a detailed picture of the understandings of these staff members. Recommendations for practice and for the continuation of further research were included at the study’s conclusion.
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Vaira, Žilvinas. "Besimokančiojo modelio vaizdavimas virtualioje mokymo(si) aplinkoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_144839-75878.
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Adaptyviose sistemose prisitaikymas prie besimokančiojo yra paremtas duomenų apie besimokantįjį rinkimu, analizavimu ir mokymosi aplinkos pritaikymu besimokančiojo poreikiams. Tam būtina parinkti tokius „sekimo“ duomenis, pagal kuriuos būtų galima daryti išvadas sistemos lygmenyje. Šie duomenys turi būti suprantami sistemai, nuolat atnaujinami, lengvai surenkami. Jie gali būti įvairūs, pradedant nuorodų paspaudimo laiku, baigiant akies žvilgsnio nukreipimo vieta. Pagal tai sistema gali transformuoti duomenis ir – priklausomai nuo savo paskirties – duoti patarimus ar tam tikromis priemonėmis pavaizduoti naudingą informaciją, tuo pačiu atsižvelgdama į rezultatus. Tačiau daugelis šių sistemų yra tik prototipo stadijoje arba naudojamos nesudėtingiems procesams vykdyti. Mums žinomos adaptyvios sistemos yra skirtos vieno dalyko probleminei sričiai. Šiame darbe tirsime besimokančiojo modelio perteikimo galimybę virtualioje mokymo(si) aplinkoje (VMA), kai besimokantysis dalyvauja viename arba keliuose nuotoliniuose kursuose.In adaptive systems adaptation to learner is defined by collection of data about learner, collected data analysis and learning environment adaptation to learners needs. Looking forward to this goal it is necessary to select such logging data, which can be used to make conclusions in a system level. Such data should be acceptable to system, interactive and easy to collect. Data used can be various, starting from click time of the link ending with eye look direction angle. Such system can provide data transformations and depending on purpose, give suggestions. Using necessary tools depict useful information, reacting to results. Most of currently build systems are only in prototype stage or are used for unsophisticated process. Most of them are one subject systems. In this work we address a possibility of student model’s depiction in a VLE, when student participate in one or more than one distance course.
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Tanner, Marilee Rose. "What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School?" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.
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Prata, Alcina. "Designing personalized video-based crossmedia informal learning environments beyond iTV." Doctoral thesis, 2014. http://hdl.handle.net/10451/11174.
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Tese de doutoramento, Informática (Engenharia Informática), Universidade de Lisboa, Faculdade de Ciências, 2014Video is a very rich medium, in cognitive and affective terms, to convey information and support learning and entertainment like no other medium, and TV is a privileged way to watch it. However, by being traditionally watched in a more experiential and passive cognitive mode, TV and video are limited in their capacity to fully support learning so important in the lifelong learning era where learning is taking place in a wide variety of contexts and locations that calls for flexible environments. TV and video are limited in their capacity to fully support learning but may induce viewers to engage in more reflective modes, that can be supported to some extent by their adequate design, in interactive contexts and augmented by other media and devices, in diverse situations. The inclusion of iTV that has been gaining increasing attention from researchers, and practitioners, in the last few years, as part of rich and flexible crossmedia environments brings new opportunities in this respect. This situation justifies our research main goal to efficiently and flexibly support users learning informal opportunities created in video-based crossmedia environments, taking into account the different cognitive modes, contexts of use and taking advantage of the diverse devices being used in order to have each device contributing with what it does best. In order to illustrate, explore and validate our research, the eiTV application was conceptualized, prototyped and evaluated. It is capable to create videobased crossmedia informal learning environments, created as additional information to the video being watched, initially via iTV. These environments are accessed from iTV, PC and mobile devices (the most commonly used in crossmedia scenarios), depending on the preferred or most adequate device in each context of use.
Fundação para a Ciência e a Tecnologia (FCT, SFRH/PROTEC/67727/2010, projeto UTA-Est/MAI/0010/2009)
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歐陽順生. "A design and implementation for personalized web-based learning environment." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/59381802912324756126.
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Chen, Juin-Rei, and 陳君睿. "The Application of Personalized Learning Environment on Polymer Chemistry Web-Title." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/58617847278882973948.
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碩士靜宜大學
應用化學研究所
92
With the advent of Internet, learning environment in the new millennium has been expanded beyond traditional classroom and students’ learning has also changed substantially. The purpose of this study is to propose the use of a content of personalized learning environment, it is expected the study can provide suggestions with regard to Internet to the related researches and study. Data of this study comes from students taking “Life Chemistry” course for the asynchronous distant education environment in Providence University. In the study the effectiveness of the personalized learning is tested through various dimensions: (a) male vs. female, (b) students of Science major vs. students of non-science major, (c) students learning in personalized learning environment vs. students learning in non-personalized learning environment.
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Huang, Li-Li, and 黃麗莉. "Exploring the Relationships among Learning Strategies, Learning Effectiveness, and Self-Directed Learning in the Personalized E-Learning Environment." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/s38r3e.
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碩士淡江大學
企業管理學系碩士在職專班
106
21st century is a digital era of informatization and globalization, and E-learning has the widest influence as well as the greatest potential to develop. The biggest feature of E-Learning is the simultaneous integration of communication, computer and audio-visual multimedia technologies that can overcome the limitations of time and space. From the traditional classroom education and training mode to the use of Internet learning methods, it provides users an environment where you can learn anytime and anywhere. Therefore, E-learning allows students to study and review in campus or their own homes. Using mobile device to replace textbooks and handouts can reduce the burden on students that would otherwise be traditional learning materials, which can also greatly decrease the time to commute to cram schools. This study uses learning strategies as independent variable, learning effectiveness as dependent variable, and self-directed learning as mediator variable. The main purpose of this study is to investigate the relationships among learning strategies, learning effectiveness, and self-directed learning in the personalized E-learning environment. We employed questionnaires survey as our tool to collect data, 150 junior high school students who have used personalized E-learning platforms as our research subjects. We collected a total of 135 valid copies of questionnaire respondents, and the response rate is 90%. Through statistical analysis, there are following important findings in this study: 1.Learning strategies has positive impact on self-directed learning in the personalized E-learning environment. 2.Self-directed learning has positive impact on learning effectiveness in the personalized E-learning environment. 3.Learning strategies has positive impact on learning effectiveness in the personalized E-learning environment. 4.The relationship between learning strategies and learning effectiveness is completely mediated by self-directed learning ability.
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Tian-HsiangHuang and 黃天祥. "Building a personalized e-learning and knowledge discovery environment via literature mining." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/40440569067092697697.
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博士國立成功大學
資訊管理研究所
98
The rapid expansion in the number of disparate information sources and available online data presents challenges that significantly affect the applicability of e-learning. In principle, it would be better to automatically adjust the learning profiles for individual learners that are derived because of a personalized e-learning environment, which could promote efficient learning while still capturing the interests of the individual learner. Our system encompasses a two-step procedure. First, using a personalized literature-mining algorithm, we propose a literature recommendation list to an e-learner in response to a query. Second, we acquire professional knowledge via literature relationships based on user-specified parameters. In this dissertation, a three-module architecture was devised to build a personalized e-learning and knowledge discovery environment. The evaluation with a biological case study demonstrates that our proposed architecture is helpful for improving recommendation quality and satisfying users. In addition, we efficiently predicted reliable expressed sequence tags (ESTs) relationships for specific biological functions of interest. The professional knowledge is particularly useful for constructing gene networks presented to biologists.
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Moresi, Marco. "Modelado automático de trayectorias de aprendizaje : ¿Cuándo generar ayuda personalizada para principiantes en programación?" Bachelor's thesis, 2018. http://hdl.handle.net/11086/11704.
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Tesis (Lic. en Cs. de la Computación)--Universidad Nacional de Córdoba, Facultad de Matemática, Astronomía, Física y Computación, 2018.El modelado automático de datos educativos con técnicas de aprendizaje automático prometen un mejor entendimiento del comportamiento y el aprendizaje por parte del estudiante.Para este trabajo se cuenta con un conjunto de datos provisto por Mumuki, un sistema de enseñanza online. Esta tesis propone una forma de modelar automáticamente cuándo un estudiante está en riesgo de abandonar un ejercicio y necesita ayuda personalizada. Para esto se realizó un análisis de cuáles son las características más significativas para modelar la trayectoria de los estudiantes comparando entornos de educación formal e informal. Se entrenaron diversos modelos de aprendizaje automático midiendo el desempeño en la tarea propuesta. Por último, con el objetivo de imitar la secuencialidad de la tarea de resolver un ejercicio de programación se entrenó una red neuronal recurrente en esta misma tarea. Luego de esto se realizó una comparación entre modelos para intentar determinar cuál es la mejor opción en esta tarea. El resultado de esta tesis es la comparación de un modelo neuronal sencillo con una propuesta concreta de ingeniería de características basada en teorías pedagógicas, para modelar automáticamente la trayectoria de estudiantes. Estos modelos fueron construidos en base a los datos generados en el sistema Mumuki.
Understanding which is the path that a student takes when using a web-based coding tool would allow a teacher to make decisions based on evidence. However, analyzing such data by hand would be prohibitively expensive, and the teacher feedback would probably arrive too late. The automatic modeling of educative data with machine learning techniques promises a better understanding of the behaviour and knowledge about student. For this work we have a dataset provided by Mumuki, an online teaching system. This thesis proposes a way to automatically model when a student is at risk of leaving an exercise and needs personalized help. Based on a pedagogical theoretical framework we automatically design and extract from the dataset representative features to model the path of students comparing formal and informal education environments. We trained several machine learning models comparing their performance in this task. Finally, with the aim of imitating the sequentiality of solving a programming exercise task, a recurrent neural network was trained in this same task. After this, a comparison between models was made to try to determine which is the best option for this task. The result of this thesis is a comparison between a simple sequential neural model and a concrete proposal of feature engineering for the task, in order to model automatically the path of the students. The models were built based on the data generated in the Mumuki system.
Fil: Moresi, Marco. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía, Física y Computación; Argentina.
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Nieland, Katrin. "Vergleichende Untersuchung von Videopodcasts und Vorlesungen bezüglich des Lernerfolgs unter Einbeziehung der studentischen Selbsteinschätzung zur Mediennutzung und zu Lernpräferenzen." Doctoral thesis, 2020. http://hdl.handle.net/21.11130/00-1735-0000-0005-1435-9.
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