Abstract-Learning systems are dedicated for learning about a particular area organized through non-linear documents. Therefore, it is always useful to recognize the state of knowledge and the navigation behaviour of a learner in order to evaluate customize and adapt the learning process. In this paper, we aim to make a semantic analysis of the learner's navigation during his apprenticeship in hypermedia content. The main reason of this analysis is to identify the browsing behaviour of a learner with the current course. We assume that if the semantic distance between the domain concepts of the documents (or pages) that follow each other in the navigation of a learner is great, then this reflects the unstructured navigation behaviour and interprets that the learner is disoriented. This type of behaviour could be due to the poor organization of the content and the bad structuring of the course. Indeed, this analysis will allow to the tutor, to identify the disoriented learners and help them, and to the course author, to specify the causes to restructure and to deepen the analysis of the existing content and the navigation links between the parts of the course.

The learning systems are designed for learning about a particular area. Then, it is usually necessary to know the state of knowledge of the learner on a domain before customizing or adapting the learning process. In this paper, we are interested in the semantic analysis of the learner's query put on the WEB by using the domain ontology. The purpose of this analysis is to identify the concepts of domain that are most asked on the Web and to keep them into the learner's model as concepts not well mastered. We hypothesize that all concepts sought on the web via the search engine can be considered as knowledge poorly or badly acquired by learners and deserve thus more attention and consideration both by the tutor for the pedagogical monitoring of learners on these concepts and from the designer of course, to restructure and more enrich the educational content which articulates these concepts identified beforehand in this analysis.

Digital libraries on distance learning platforms are ways that allow learners to consult and enrich their knowledge on the content that are studied in their course. In this paper, we are interested in the semantic analysis of the content of the resources visited in the digital libraries (eBooks) by learners using domain ontology. The purpose of this analysis is to identify the domain concepts that are most consulted and read by learners from the digital libraries and to keep them into the leaner's model as concepts not well mastered. We hypothesize that all domain concepts visited in resources from the digital libraries can be considered as knowledge poorly or badly acquired by learners and merit thus more attention and consideration both by the tutor for the didactic monitoring of learners on these concepts and from author of course, to restructure and more enrich the educational content which articulate these concepts identified beforehand in this analysis.

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