Adaptive learning objects in the context of eco-connectivist communities using learning analytics

Mosquera, Diego; Guevara, Carlos; Aguilar, José

doi:10.1016/j.heliyon.2019.e02722

Cited by 7 publications

(3 citation statements)

References 20 publications

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“…Statement of the problem.The increased use of adaptive e-learning environments in education raises the question of constructing the learning process through the composition of curricula and topics from small learning units. In the field of adaptive e-learning, it is accepted that such learning units are called learning objects or e-learning objects [1]- [4]. In this article we expand the understanding of an e-learning object, through the concept of an e-learning pedagogical object.…”

Section: Introductionmentioning

confidence: 98%

Modelling of Pedagogical Patterns Through E-Learning Objects

Hristov

Yonchev

Tsvetkov

2022

ITLT

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Software platforms for e-learning support various options for presenting educational content. One of the ways to organize and structure it is via so-called pedagogical patterns. They are a method for describing and sharing knowledge and practical experience. Pedagogical patterns are used to describe pedagogical situations that occur repeatedly in the learning process. In the context of e-learning systems, there are various approaches to digitalization of pedagogical patterns. The purpose of the paper is to show how to build instances of pedagogical patterns using e-learning pedagogical objects, which can be easily and conveniently used as models in an adaptive e-learning environment. An e-learning pedagogical object is an abstract concept that can be presented in the concrete form of an e-learning object, an e-learning methodological object, an e-learning object for monitoring and diagnostics or an e-learning object with learning outcomes. These objects are building blocks for constructing instances of pedagogical patterns. This paper thoroughly discusses the issue of creating instances of pedagogical patterns of the four types of e-learning pedagogical objects. The instance of a pedagogical pattern is meant to serve to create subsections of educational topics. The instances of the patterns built of e-learning objects are learning units that are used depending on the context of a particular pedagogical situation. The e-learning pedagogical objects and the pedagogical pattern instances are intended to be applied in an adaptive e-learning environment as teaching aids. Their theoretical models are applied in Moodle LMS in line with the tendency for software to assist and replace some of the teacher functions, while the teacher’s role is raised to a higher organizational, pedagogical and methodological level. Three instances of pedagogical patterns have been created through e-learning pedagogical objects: “Early Feedback”, “Feedback Sandwich” and “Consistent Metaphor” in LMS Moodle, which have been tested in the training course “Modeling of training courses in Moodle” during the autumn trimester of the academic year 2021/2022 at the Faculty of Mathematics and Informatics of Paisii Hilendarski University of Plovdiv, Bulgaria.

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Section: Introductionmentioning

confidence: 98%

Modelling of Pedagogical Patterns Through E-Learning Objects

Hristov

Yonchev

Tsvetkov

2022

ITLT

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“…In addition, teachers are also less able to develop teaching skills that can attract student's attention and stimulate students to learn. Teachers should provide activity to students (Diego, Carlos, & Jose, 2019) ) to solve problems based on his or her ability (Yuliati, 2017).…”

Section: Introductionmentioning

confidence: 99%

Developing MATMINO (Domino Mathematics) Learning Media in Grade 7 Algebra Material

Wahyuningtyas

Leonard

Astuti

2021

FRM

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Math Domino Learning Media game is developed to meet the needs of students, because it has not been the availability of learning media to help the process of learning mathematics. The research aims to determine the existence of learning media to improve the development of game media through the learning media of Domino math game, the feasibility of Domino math learning. The subjects of this study were 7 th grade students of JHS 209 Jakarta which consisted 25 students. This research type is Research Development (R&D) with ADDIE model. This watchfulness consists of several steps, namely: (1) Analysis, (2) Design, (3) Development, (4) Implementation, (5) Evaluation. Validity test was done by 6 validators. Based on the results of research, it can be concluded that development of learning media MATMINO can be used on mathematics subjects The results show that the average gained from material experts is 4,33 (very decent) and the average gained by media experts is 4,37 (very decent). Student's response to learning media of MATMINO in very good category with 4.33 average score. Based on these results it is stated that domino mathematics learning media on algebra material can be used in the process of learning mathematics activities.

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“…The additional focus must be on waste reduction and disposal ( Wangwongwatana, 2009 ), non-hazardous chemical use, and sustainable governmental management processes. These goals can thereby be realized by using formal and informal educational processes ( Diego et al., 2019 ), which change attitudes and creates sustainable consumption values. By so doing, students and citizens can understand sustainable consumption, which should focus on influencing consumer choices and avoiding locked-in techno-economic structures ( Shah et al., 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Antecedents of Thai student teacher sustainable consumption behavior

Pimdee

2020

Heliyon

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A new area of research and intervention has arisen, namely the psychology of sustainability. Therefore, this study investigates how an undergraduate student teacher's psychological traits, their psychological state, their situation, and environmental education affect their sustainable consumption behavior. Two sample groups were selected from ten Thai university education programs' science ( n = 400) and social science ( n = 400) colleges nationwide. The research instrument used randomized multistage questionnaires for each group, which used a five-level scale to evaluate each student teacher's item agreement. The analysis of the causal relationship models used LISREL 9.10 which determined that both models and their four causal variables positively affected a Thai student teacher's sustainable consumption behavior (SCB). For the science education student teachers, these were the situation (SIT = 0.87), environmental education (EDU = 0.34), their psychological state (STATE = 0.22), and their psychological traits (TRAITS = 0.22). For the social science education student teachers, these were SIT = 0.85, STATE = 0.25, EDU = 0.08, and TRAITS = 0.04. Combined, they can explain 92% (science program) and 82% (social science program) of variance in a student teacher's SCB. The study also determined that EDU's attitude and conservation factors were critical, which most probably increased in prominence due to media awareness efforts. There also appears to be greater individual responsibility in SCB as well as the perceived need to conserve resources. Finally, this study further confirmed numerous other studies in which humans have a strong desire to fit in and will conform to the behavior of those around them, with this study concluding that each student teacher's situation was determined to have a moderate to strong influence on either their psychological state or environmental education. This study contributed to the literature as it investigated 18 aspects related to four casual variables affecting a Thai student teacher's sustainable consumption behavior. The study was unique in that it classified and compared opinions from two diverse university teaching programs nationwide (Science and Social Science), whose results can help educational leaders identify and develop in-depth, SCB future programs.

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Adaptive learning objects in the context of eco-connectivist communities using learning analytics

Cited by 7 publications

References 20 publications

Modelling of Pedagogical Patterns Through E-Learning Objects

Modelling of Pedagogical Patterns Through E-Learning Objects

Developing MATMINO (Domino Mathematics) Learning Media in Grade 7 Algebra Material

Antecedents of Thai student teacher sustainable consumption behavior

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