The Influence Factors of Inherent Structure in e-Learning Process (original) (raw)
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Artificial Intelligence Review, 2012
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A supportive Framework to Enhance Student’s Motivation for E- Learning
International Journal of Advanced Research in Computer Science, 2011
E-Learning is a rapid humanizing as a cost-effective education paradigm and providing the best ways to the institutions to expand their educational programs to provide easy access to a large set of student populations. Student motivation to learn electronically has a key concerning issue with e-learning system. Learners' performance progress and success based on e-learner's motivation level and type. It's very crucial to detect and improve the motivational aspect of an e-learning course at any level. With this research we focus on student's motivational approach and used student motivation as a basic parameter to model an intelligent e-learning supportive framework for the e-learners. In addition, additional modules are added to the standard intelligent tutoring framework system to make one to one communication i.e. of the learner and tutor. Mainly three strategies namely learning, motivation and tutoring further based on several key aspects have been incorporated in the proposed model, with the inclusion of two additional modules named as, student current level module and student motivation module in the basic ITS models. The modules of the proposed system are such as interface module, Student current level module, student motivation module, tutoring module, student performance module and expert module. Student module is termed as student performance module in the proposed framework, for maintaining the continuous track of learner's performance while keeping him/her engaged with the learning activity and the tutor.
Psychological Principles for e-Learning
Online Submission, 2010
The fast budding influence of Information and Communication Technology (ICT) and e-learning in content development and content delivery can be seen in every sector of education. Learning and teaching whether it is through actual classroom settings or through technological applications utilizes many psychological principles knowingly or unknowingly. The most commonly used or heard Schools of Psychology are Behaviourism, Cognitivism and Constructivism. All these schools of psychology are developed based on theories formulated by many psychologists and are being effectively applied in actual classroom situations. However, the application of these psychological principles in e-Learning is not much thought of. e-Learning could be more efficient and effective by the contextual use of different psychological principles. This paper tries to analyze the theories and principles of different psychologists in the context of e-learning.
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An Automatic Approach for Identifying Triple - Factor in e - Learning Process
International Journal of Computer Theory and Engineering (IJCTE), Vol. 5, No. 2, 2013
Developing the personalization in an e-Learning environment is a way to provide learning material which matches the students’ characteristics. In order to develop an e-Learning which supports personalization should be designed to facilitate an factors influence the success of students’ learning, such as learning style, motivation, knowledge ability, etc. Considering the existence of those factors for the personalization in e-Learning system can affect students’ performance and makes learning easier for them. Therefore, in this study, we propose a parameter (learning behavior patterns) based on learning activities (learning behavior) students for identifying learning styles, motivation, and knowledge ability (triple-factor ) in e-Learning system. Our approach is to identify the triple-factor by simply observing his/her learning behavior recorded in data log, without asking the student to answer any questions of questionnaire . Each data log gives an indication related to identification the triple-factor in e-Learning system.The identification of those factor aims at inferring the learning styles, motivation and knowledge ability states. Then, it uses as the basis for dynamic personalization functionality.
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Pendidikan Tinggi di Indonesia menggunakan Kurikulum Berbasis Kompetensi (KBK), membutuhkan belajar proses Teacher-Centered Content-Oriented (TCCO), dan bukan Student-Centered Learning (SCL). Proses Belajar TCCO penyebab pendidik bertindak sebagai fasilitator atau motivator. Di sisi lain pemerintah Indonesia telah memungkinkan implementasi e-learning. E-learning adalah penggunaan teknologi elektronik untuk menciptakan pengalaman belajar. Sebuah e-learning sistem yang efisien harus menyediakan peserta didik dengan lingkungan yang memiliki tingkat tinggi kebebasan dan juga harus menyediakan pendidik dengan lingkungan yang memiliki memfasilitasi fungsinya sebagai fasilitator atau motivator dengan banyak metode pembelajaran sehingga kompetensi peserta didik dapat dicapai belajar. Dalam rangka mewujudkan itu, sistem e-learning harus dikembangkan dengan fungsi seperti membiarkan peserta didik memilih isi pembelajaran yang tepat dan mengerti benar tingkat kemajuan dan prestasi untuk setiap hasil belajar. Tantangannya adalah bagaimana sistem elearning dapat mendukung Kurikulum Berbasis Kompetensi (KBK) sistem. Makalah ini menjelaskan model konsep e-learning yang dapat mendukung Kurikulum Berbasis Kompetensi (KBK) dalam pendidikan tinggi. Aplikasi Moodle yang telah digunakan oleh banyak organisasi tidak dapat mendukung semua kebutuhan Kurikulum Berbasis Kompetensi (KBK) learning). Dalam artikel ini akan menjelaskan model pendukung untuk menlengkapinya.