scholarly journals Implementation of Group Formation Algorithms in the ELARS Recommender System

2017 ◽  
Vol 12 (11) ◽  
pp. 198 ◽  
Author(s):  
Tina Knez ◽  
Martina Holenko Dlab ◽  
Natasa Hoic-Bozic
Keyword(s):  
Learning Styles ◽  
Recommender System ◽  
Group Formation ◽  
Activity Level ◽  
Learning Activities ◽  
Online Environment ◽  
Web 2.0 Tools ◽  
Program Of Study ◽  
E Learning ◽  
Effective Group

Collaborative learning is recognized as an effective way of gaining knowledge in an online environment. Therefore, e-courses frequently include collaborative e-learning activities (e-tivities) that are performed in pairs or small groups of students. One of the challenges for teachers who organize e-tivities is the effective group forming. This paper presents algorithms that can be used to divide a set of students participating in an e-tivity to homogeneous or heterogeneous groups. The criterion for automatic group formation includes the following characteristics: the program of study, gender, learning styles preferences, Web 2.0 tools preferences, knowledge level and activity level. Designed algorithms were implemented in the educational recommender system ELARS and tested in the context of e tivities.

scholarly journals Improving Students' Learning In Precalculus With E Learning Activities And Through Analyses Of Students' Learning Styles And Motivational Characteristics

2020 ◽  
Author(s):  
Seung Youn Chyung ◽  
Janet Callahan ◽  
Doug Bullock ◽  
Kendra Bridges ◽  
Joanna Guild ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Activities ◽  
E Learning

Metis

2012 ◽  
pp. 24-42 ◽  
Author(s):  
Jody S. Underwood
Keyword(s):  
Recommender Systems ◽  
Recommender System ◽  
Content Area ◽  
Learning Activities ◽  
Digital Learning ◽  
Design Phase ◽  
Learning Contexts ◽  
Good Advice ◽  
E Learning ◽  
Ready To Learn

Recommender systems in e-learning contexts typically try to “intelligently” recommend actions to a learner based on the actions of previous learners. One of the limitations of such systems is that a lot of data is needed in order to recommend meaningful activities. This chapter describes one approach for addressing this limitation in a framework that uses a structured map of mathematics concepts and processes to power a recommender system that will recommend to students digital learning activities for which they are ready. This recommender system is called Metis, for the Greek goddess of good advice, and is currently in the design phase. Metis takes seriously the idea that to build on the knowledge, skills, and abilities (KSAs) that a student has, it is essential to identify those KSAs. Trying to build on KSAs that a student does not have is misguided. Metis recommends activities linked to KSAs that students are ready to learn, and more standard recommender algorithms further refine the list of recommended activities. Taking this approach has the potential to make activities more engaging, which can lead learners to greater interest in the content area.

Effective Group Dynamics in E-Learning: Case Study

2005 ◽  
Vol 33 (3) ◽  
pp. 205-222 ◽  
Author(s):  
Mercedes Fisher ◽  
Gregory S. Thompson ◽  
David A. Silverberg
Keyword(s):  
Group Dynamics ◽  
Online Courses ◽  
Group Formation ◽  
Novice Instructors ◽  
Computer Mediated ◽  
E Learning ◽  
And Performance ◽  
Effective Group ◽  
Design Ideas

Investigating the participant structure that works in online courses helps us design for, and facilitate, collaboration. Learning communities and group work influence collaboration in online courses. We present an exploratory study of computer-mediated groups that used this model to participate in an online MA program in Educational Technology. These participants were organized into groups and collaboratively built knowledge through synchronous and asynchronous online dialogue while leveraging technology as a tool for individual and collaborative learning. We present a detailed case study collected over a two-year span to identify design ideas, structures, and perceptions of effective collaboration and performance. Group formation, support, and sustainability are also explored. Examples are included that not only describe what participants saw as enabling aspects of the structure but also ways in which novice instructors can enhance curriculum development around readings and online discussion. These findings indicate a high index of collaboration and completion compared to homogenous classes where students work on their own.

scholarly journals En hvepserede: læringsstile i e-learning

2017 ◽  
Vol 16 (30) ◽  
pp. 57
Author(s):  
Ole Lauridsen
Keyword(s):  
Learning Styles ◽  
Constructivist Learning ◽  
Learning Activities ◽  
E Learning ◽  
Operational Concept

The concept of learning styles is a hornet’s nest. In the last couple of decades, it has gained ground in constructivist learning activities; however, there has been no real con-sensus as to approaches, to definitions, and to integrating it in practice.Besides briefly discussing the must of integrating ICT in HE learning activities, this paper delves into the concept of learning styles and shows how the various subconcepts can be merged in such a way that learning styles become a useful operational concept.

scholarly journals STUDENTS' PERSPECTIVES IN STUDYING MATHEMATICS SUBJECT THROUGH E-LEARNING TOOLS AT FOUNDATION EDUCATION LEVEL

2021 ◽  
Vol 6 (23) ◽  
pp. 108-117
Author(s):  
Che Haziqah Che Hussin ◽  
Nurliyana Juhan ◽  
Suriana Lasaraiya ◽  
Ayu Afiqah Nasrullah
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Education Level ◽  
Female Students ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Learning Tools ◽  
Significant Difference ◽  
E Learning ◽  
The Impact

The aim of the study was to find out how students preferred using asynchronous and synchronous e-learning tools. Asynchronous learning occurs when there is no predetermined time for it to take place. Learners can learn whenever and wherever they want, and they can take their time to learn what they need to know. Synchronous e-learning is characterized by structured and time-bound activities delivered via web conferencing and chatting. At the Preparatory Centre for Science and Technology, Universiti Malaysia Sabah (PCST, UMS) lecturers could conduct synchronous or asynchronous due to MCO which was enforced on March 18, 2020. As a result, this study was done to examine the impact of several learning styles on foundation UMS students during the COVID-19 crisis, including synchronous and asynchronous. The quantitative data analysis of research will be presented in this study. Microsoft Excel was used for data analysis. The male and female students' opinions were compared using an independent sample t-test. Additionally, the responses of students to various aspects of e-learning were represented using descriptive statistics. The findings found a significant difference in students' perceptions of the efficacy of asynchronous e-learning activities. Female students’ responses show that they found asynchronous is more effective than male students at the foundation education level. Students were found to have a greater interest in asynchronous and blended learning activities.

scholarly journals Mapeamento Sistemático na Literatura Acadêmico-Científica sobre Abordagens para Formação de Grupos em E-Learning

2017 ◽  
Vol 24 (03) ◽  
pp. 16
Author(s):  
Felipe Oliveira Miranda Cunha ◽  
Clauirton De Albuquerque Siebra
Keyword(s):  
Group Formation ◽  
Learning Activities ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Systematic Mapping ◽  
Learning Domains ◽  
Precise Analysis ◽  
Scientific Papers ◽  
E Learning ◽  
Programming Skills

This work presents the results of a systematic mapping on scientific papers that discuss the group formation for collaborative learning. The aim is to investigate researches associated with approaches and strategies to form group, in the context of E-Learning domains. Our mapping shows that the majority of publications are focused on analyzing the context of students interactions, along collaborative E-learning activities, and use the acquired knowledge to improve the algorithms for groups optimization. Group types were specified for further experiment in homogeneous grouping, heterogeneous grouping and complementary for programming skills from mathematical modeling and implementation of algorithm grouping. The results of this work produce theoretical fundaments to support the investigation of new group formation approaches, which are based on group profiles and associated with criteria and preferences that were not explored yet. Furthermore, the results enable a more precise analysis of interactions and impact of collaboration on the efficiency of e-learning students.

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