Organization of independent work of students

Today’s education faces many challenges related to learning and teaching efficiency, effectiveness, and costs. Contemporary research shows that the learning environment with the ability to adapt to individual needs, requirements, and competencies of students, facilitates the learning process and leads to improved learning outcomes and achievements. Nevertheless, learning management systems (LMS) that are often used in e-learning typically provide a limited level of adaptivity. The goal of this paper is to introduce an adaptive e-learning model which enables personalized learning experience and more intelligent decision making. It consists of the students’ model, the adaptation module, the expert system for data analysis and decision making, the repository of learning objects, and database of educational methods. The designed model provides adaptivity through a learning management system, considering individual characteristics of the student, such as their learning styles and prior knowledge. It is capable to adapt course content, structure, and assessment based on the specific student’s needs and performance. The model is implemented within the widely used open-source LMS, which makes it more usable and easier to deploy. The process of applying the proposed model is illustrated with a higher education case study that shows how the recommended method is applied for a successful transition to an adaptive form of learning. The model has been tested through experiment during which a group of students attended traditional non-adaptive e-learning course, and the other group attended the adaptive e-learning course. The results of data analysis showed that students who learned from an adaptive course achieved better performance in various aspects. The proposed adaptive model can enhance educational processes in terms of improving learning performance, personalized application of teaching/learning methods, as well as continuous improvement cycle.

E-learning based on the adaptive learning model: case study in Serbia

Rapidly growing Information and Communication Technologies (ICT) have increased the availability of multimedia learning objects (LO) in the e-learning system. However, the problem is that the system is unable to allocate appropriate learning objects to the learners. Personalized learning environments make the system more adapt to the learner profile, thus improve their performance and quality of learning. The learning style (LS) of a learner is a prominent metric to understand the learner profile. This paper discusses an approach to personalize the content recommendation based on the learning style of the learner. A rule-based expert system is implemented to recommend the content to the learner, where the learner is modeled using a probabilistic learning style model, and the teaching aspects of learning objects are modeled using specific fields of IEEE Learning Object Metadata Standard. The rule-set defined in this paper is used to recommend the most relevant learning objects to the learners. Finally, the recommendations are cross-validated with the LO ranking from a set of 48 participants and found that 75% of recommendations are compatible with the learner choice.

A Rule-Based Approach for Adaptive Content Recommendation in a Personalized Learning Environment: An Experimental Analysis

Penelitian ini tentang Adaptive E-Learning System Berbasis VARK (Visual, Aural, Read/Write & Kinesthetic) Learning Style Dengan Klasifikasi Materi Pembelajaran Menggunakan K-NN (K-Nearest Neighbor). Dunia pendidikan saat ini harus mengikuti perkembangan teknologi, salah satunya dengan memanfaatkan pembelajaran dengan menggunakan e-learning, salah satu kekurangan dalam e-learning yang ada pada saat ini sebagian besar memberikan materi yang sama kepada semua siswa, pada kenyataannya setiap siswa mempunyai gaya belajar yang berbeda-beda dalam menyerap materi pembelajaran. Adaptive E-Learning System ini mengadopsi VARK Learning Style dalam mengelompokkan gaya belajar siswa ke dalam empat kelas (Visual, Aural, Read/Write & Kinesthetic). Pada awal menggunakan e-learning siswa diharuskan mengisi questioner berdasarkan instrumen VARK dan akan dimasukkan ke salah satu dari empat kelas tersebut sesuai kecenderungan gaya belajarnya. Siswa akan mendapatkan materi sesuai dengan kelasnya dengan metode klasifikasi K-NN (K-Nearest Neighbor). Pada penelitian ini klasifikasi materi pembelajaran menggunakan 60 materi pembelajaran sebagai dataset dengan label visual, aural, read/write & kinesthetic, dengan pembagian 48 data training dan 12 data testing mendapatkan akurasi sebesar 91%, presisi sebesar 93% dan recall sebesar 91%

Adaptive E-Learning System Berbasis Vark Learning Style dengan Klasifikasi Materi Pembelajaran Menggunakan K-NN (K-Nearest Neighbor)

Abstract The growing demands for the training of students and the need for continuous improvement of the quality of university education make it necessary to find and apply more effective educational technologies and practices based on the correlation of teaching with the student’s profile and his/her individual Learning Style. This article discusses the topic of relevance of personalized e-learning. It describes Learning Styles and looks at the Felder– Silverman model in more detail. The article contains the results of student surveys on the basis of which the interrelation between the Index of Learning Styles and academic performance is analysed. The relation between performance and learning styles according to the Felder-Silverman Learning Style Model is shown: in some specialties, students with sequential learning style have higher academic performance than students with global learning style, as well as students with mild learning style preferences on the Activist/Reflector dimension.

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Personalized E-Learning: Relation Between Felder– Silverman Model and Academic Performance

The article addresses the issue of interaction between academic staff members and students at a higher education institution. The feedback acts as a regulator of the relationship between the lecturer and students. Timely and qualitative feedback increases students’ satisfaction and their involvement in the learning process; it also increases the desire to acquire knowledge and skills according to the proposed syllabus. The feedback received as a result of the students’ interviews, if the correct conclusions have been made, allows lecturers to change or improve technologies which they use and choose the methodology that is optimal at the moment. The article presents the results of student surveys on the basis of which the influence of feedback on the structuring of study courses is analysed.

The Impact of Feedback on the Structuring Process of Study Courses

Improving the learning process using information technologies is becoming increasingly popular. The fast development of mobile technologies ensures their further involvement in the educational process. Many educational institutions in the world and in Latvia use mobile technologies to play educational multimedia web resources, to provide quick access to educational sites, and to organize communication between lecturers and students. This paper provides insights on problems and prospects of m-learning, benefits and practical application of mobile education, and also the paper shows the results of a student survey, which assesses whether students are technically and psychologically ready for the use of mobile technologies in education.

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The Use of Mobile Technologies in the Educational Process.

In the modern world, the amount of available information is constantly increasing, knowledge is quickly becoming outdated, and therefore more and more demanding requirements are placed on the content and methods of organizing education. A new paradigm appears, aimed not at mastering a large amount of fundamental knowledge by a student, but at forming new abilities to receive knowledge that a student can integrate from various fields of knowledge for his specialty. The present article describes the possibilities of applying an interdisciplinary approach to the preparation of students of higher education institutions, allowing them to maximize the knowledge gained in previous disciplines and to orient in related areas of future professional activity. The preconditions for the application of such an approach are identified and the ways of implementing an interdisciplinary approach are considered, also its effect on increasing student results is shown. On the example of teaching first- and second-year students of the study program “Computer Systems” at Riga Technical University, the article shows that such an approach allows improving the acquisition of basic courses and improving student results.

Some Aspects of Students’ Professional Competence Formation on the Basis of Implementation of Interdisciplinary Links

The learning process at any stage involves direct interaction between the lecturer and students. The article discusses the lecturer-student relationship as one of the factors that influences the teaching process and improvement of learning materials on the example of the study course “Computer Science”. The study aims at using the results of the survey, as well as student tests as a feedback method to improve the quality of the presentation of new material to first-year students considering the basic knowledge of obtained secondary education. The article discusses two methods of feedback: survey and testing. Survey is considered a method with high efficiency of obtaining information, a possibility of organising mass surveys, an ability to accurately process student survey results. Testing is viewed as a method to identify the level of knowledge and skills, as well as the abilities and other qualities of the educator to meet certain standards by analysing the ways, in which a student performs a number of special tasks. Both methods perfectly complement each other and provide an opportunity to more objectively analyse the learning situation. The article presents the results of the study on the example of the study course “Computer Science” for three academic years, describes changes in the structure of the course, as well as changes in the conduction of practical classes within the course, which improved student performance.

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Viktorija Boltunova

Papers

Personalized E-Learning: Relation Between Felder– Silverman Model and Academic Performance

The Impact of Feedback on the Structuring Process of Study Courses

The Use of Mobile Technologies in the Educational Process.

Some Aspects of Students’ Professional Competence Formation on the Basis of Implementation of Interdisciplinary Links

Feedback method in lecturer-student interaction