Educational Online Video in Adaptive E-Learning

Chelliq, Ikram; Erradi, Mohamed; Khaldi, Mohamed

doi:10.4018/978-1-6684-3996-8.ch011

Cited by 3 publications

(2 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, learners may be more engaged and motivated when they have access to materials that are tailored to their specific needs and interests. Additionally, qualitative studies have shown that the use of learning objects can lead to improved learning outcomes, such as [20], − Motivation, pleasure of learning…”

Section: Methodsmentioning

confidence: 99%

“…To make the idea of learner motivation through the integration of learning objects more explicit in an AHS, it is necessary to consider these three elements according to the Technological Pedagogical Content and Knowledge (TPACK) model: pedagogy, technology and content [27]. The integration of personalized learning objects is based on a balanced combination of technology and content corresponding to the hypermedia system, pedagogy according to "how to teach=the learning scenario" [20]. Our personalized learning object architecture is defined as the interaction of three elements: the teacher, the learner and the system, which includes, among others, pedagogical intent, granularity, reusability and accessibility.…”

Section: Pedagogical Layermentioning

confidence: 99%

See 1 more Smart Citation

Model for motivating learners with personalized learning objects in a hypermedia adaptive learning system

Ikram,

Lamya,

Mohamed

et al. 2024

IJ-AI

View full text Add to dashboard Cite

<span lang="EN-US">A number of weaknesses were demonstrated in the E-learning platforms during the Covid-19 pandemic despite the efforts invested. This has negatively influenced learners' motivation and consequently their performance. With the proliferation of technology and the revolution of information and communication technologies (ICT), learning objects have become new epitomes widely used, accessible, and implemented with educational resources and technological support. The integration of learning objects into E-learning has enhanced educational progress, but during critical periods, it is crucial to ensure pedagogical continuity and learner motivation. Based on this observation, we will propose architecture of a personalized learning object model in the context of an adaptive hypermedia learning system (AHS). The objective of our model is to increase the motivation factor which is a determining element in the success of E-learning, our model aims to improve the performance of the learners in order to avoid the abounding of learning and to promote the attendance of the learners. This will be useful later for any design or development of learning objects in hypermedia learning systems that are adaptive to the needs of the learners and in line with their preferences and profiles throughout the learning process offered by the system. </span>

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Pedagogical Layermentioning

confidence: 99%

Model for motivating learners with personalized learning objects in a hypermedia adaptive learning system

Ikram,

Lamya,

Mohamed

et al. 2024

IJ-AI

View full text Add to dashboard Cite

show abstract

Digital Learning Transformation

Anoir

Chelliq

Erradi

et al. 2023

Emerging Trends and Historical Perspectives Surrounding Digital Transformation in Education

View full text Add to dashboard Cite

The evolution of technology in education allows us to create tools that allow make us to achieve things that we can't do without, or that we used to do, but in a different way, and this difference is significant enough to change the character of activities and relationships. As a result, using a computer system generates a new environment for new applications. This dimension must be integrated into the design of the object or the difficulty is to develop an environment that will provide a context that meets pedagogical expectations and encourages the learning desired. In order to design learning environments, it is necessary to have works that study the use of technologies from the perspective of learning. In this chapter, the authors present the progression of digital education from its birth to today as well as the pedagogical practices of each mode and type of education.

show abstract

Mediatization and Pedagogical Mediation in a Multimedia Techno-Pedagogical Environment

Chelliq

Erradi

Khaldi

2023

Handbook of Research on Scripting, Media Coverage, and Implementation of E-Learning Training in LMS Platforms

View full text Add to dashboard Cite

As information and communication technologies (ICT) have evolved, new types of digital learning resources have been developed. The learning object has become a key element in the field of computer-based environments for e-learning. This chapter focuses on the mediatization of learning objects which extends to the science of pedagogy and e-learning. One of the major problems is the lack of coherence in the different definitions, mainly due to the variety of points of view adopted to address the issue of mediatization. In this chapter, the authors give an overview of the learning object and then define the two concepts, mediation and mediatization. Then, they focus on the mediatization of the learning activity for a learning object by identifying the forms, effects, and tools of mediatization as well as their articulation mediatization according to previous studies.

show abstract

Educational Online Video in Adaptive E-Learning

Cited by 3 publications

References 57 publications

Model for motivating learners with personalized learning objects in a hypermedia adaptive learning system

Model for motivating learners with personalized learning objects in a hypermedia adaptive learning system

Digital Learning Transformation

Mediatization and Pedagogical Mediation in a Multimedia Techno-Pedagogical Environment

Contact Info

Product

Resources

About