A Methodology for the Development of Distance Learning Tasks Adaptable to the Student's Learning Style

Ferrer, Eduardo Castelló; Kirschning, Ingrid

doi:10.1016/j.sbspro.2014.05.090

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…Practical aspects of distance learning were discussed in the works of Kitsantas, and Chow [21]; Beyth-Marom, Chajut, Roccas, and Sagiv [22]; Offir, Barth, Lev, and Shteinbok [23]; Hillesheim [24]. Researchers Ferrer, and Kirschning [25] propose a method of developing distance learning tasks adapted to the student's learning style.…”

Section: Distance Learning As a Modern Educational Technologymentioning

confidence: 99%

The Development of Digital Competence of Future Teachers in the Process of Distance Learning

Fursykova

Habelko

Chernii

2022

Int. J. Emerg. Technol. Learn.

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The article digital competence is considered, on the one hand, as a component of professional competence, and on the other – as a level of personal digital culture. The structure of the studied phenomenon defines the motivational component (motivation to use digital technologies in professional activities, focus on collective interaction, the desire to succeed through the possession of information technology); cognitive component (level of knowledge on the application of digital technologies in professional activities); activity component (skills and abilities to use digital technologies for the organization of educational activities and solving professional problems); personal component (ability to self-study, professional self-development in a digital society). The pedagogical conditions for the development of digital competence of future teachers are substantiated: creation and maintenance of the digital environment of a higher education institution; activation of independent educational and cognitive activity of students by means of information and communication technologies; actualization of innovative directions and technologies of development of digital competence of future teachers in distance learning. The research was conducted with the students of the first (bachelor's) level of higher pedagogical education. The results of diagnostic sections have been generalized, statistical analysis of which testifies to the effectiveness of the developed system of development of digital competence of future teachers.

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Section: Distance Learning As a Modern Educational Technologymentioning

confidence: 99%

The Development of Digital Competence of Future Teachers in the Process of Distance Learning

Fursykova

Habelko

Chernii

2022

Int. J. Emerg. Technol. Learn.

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“…In [36], the authors discussed preferences-based adaptations to present the learner with the suitable content. However, the adaptation types and the content structure were not considered.…”

Section: Adaptation Limited For Adaptation Typesmentioning

confidence: 99%

“…Where 1 , 2 , 3 , and 4 are the pole values for the four dimensions of the respectively. As in [36], each dimension ranges from 0 to 1, where 0 and 1 are the two extreme poles. The PAGE model can adopt any other learning preference approach, as there will always be two extremes for any aspect describing the learner's preferred behavior.…”

Section: Letmentioning

confidence: 99%

Learners on Focus: Visualizing Analytics Through an Integrated Model for Learning Analytics in Adaptive Gamified E-Learning

2020

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During the Coronavirus pandemic, e-learning systems have proven to be an essential pillar for education. This raises to surface what many studies have addressed earlier; creating a platform that completes the traditional classroom work and maximizes the effectiveness of learning outcomes. Striving to achieve such platform, studies have considered gamifying and personalizing the educational resources for the adaptation of educational systems as per the intended learners through intensive learning analytics. But was the learner really a part of the adaptation process taking place? Learning analytics are usually designed to the course's adaptation and solely for the teachers. Thus, learning analytics in gamified adaptive educational systems involving the course, teachers and learners together are still under investigation. In this study, the Personalized Adaptive Gamified E-learning (PAGE) model is introduced to extend MOOCs by providing new satisfactory levels of learning analytics and visualization in the rich e-learning process that supports the learner's intervention in the resultant learning analytics. The proposed Learning analytics have been developed to make the necessary adaptation to the course and learner's learning flow, as well as visualizing the process and adaptation decisions to the learners. Results show a positive potential towards learning adaptation and visualization, and a necessity to provide an additional focus for the gamification concept.

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“…ISSUU Fall Magazine . An extended analysis of different learning styles (visual, sensitive, intuitive, verbal, active, reflective, sequential, global) and design of learning activities is highlighted in Ferrer and Kirschning, 2014. The effectiveness of the learning resources highlighted by the use of analytical and computer programming (Kattan, 2008;Hahn, 2009) and visual techniques (Kurowski, 2014;Huei-Huang Lee, 2014) includes (UKPSF policy -"Develop effective learning environments and approaches to student support and guidance" UKPSF ): i) analytical example(s) which explain and relates analytical engineering to the mathematical theory behind (identify criteria to solve problems)…”

Section: The Design and Development Process Of Learning Resourcesmentioning

confidence: 99%

Supporting Distance and Flexible Education - Challenges in the Design and Development of Online Learning Resources

Dupac

2015

Proceedings of the 7th International Conference on Computer Supported Education

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A Methodology for the Development of Distance Learning Tasks Adaptable to the Student's Learning Style

Cited by 8 publications

References 4 publications

The Development of Digital Competence of Future Teachers in the Process of Distance Learning

The Development of Digital Competence of Future Teachers in the Process of Distance Learning

Learners on Focus: Visualizing Analytics Through an Integrated Model for Learning Analytics in Adaptive Gamified E-Learning

Supporting Distance and Flexible Education - Challenges in the Design and Development of Online Learning Resources

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