Integrating Adaptive and Intelligent Techniques into a Web-Based Environment for Active Learning

Shi, Hongchi; Shang, Yi; Rodriguez, Othoniel; Chen, Su-Shing

doi:10.1201/9781420040814.ch10d

Cited by 11 publications

(7 citation statements)

References 46 publications

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“…Ultimately, brain cognitive maps will relate how proteins interact with one another, neuropeptides, mRNA, and genes to create functional units after neurotrauma (Zhang et al, 1992;Shi et al, 2002;Fang et al, 2003). To form cognitive maps, information must be compiled about: (1) pathophysiological stasis associated with TBI; (2) neuroproteome and transcriptome dynamics to include pathology-mediated differential protein expression, protein synthesis and metabolism, alternative mRNA splicing and RNA editing, signal transduction, protein-protein interactions, enzymatic activity, protein function, and PTM of proteins; and (3) brain function-how different cell types in the brain work together in networks.…”

Section: B Data Mining-brain Cognitive Mapsmentioning

confidence: 99%

Neuroproteomics in neurotrauma

Ottens

Kobeissy

Golden

et al. 2006

Mass Spectrometry Reviews

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Neurotrauma in the form of traumatic brain injury (TBI) afflicts more Americans annually than Alzheimer's and Parkinson's disease combined, yet few researchers have used neuroproteomics to investigate the underlying complex molecular events that exacerbate TBI. Discussed in this review is the methodology needed to explore the neurotrauma proteome-from the types of samples used to the mass spectrometry identification and quantification techniques available. This neuroproteomics survey presents a framework for large-scale protein research in neurotrauma, as applied for immediate TBI biomarker discovery and the far-reaching systems biology understanding of how the brain responds to trauma. Ultimately, knowledge attained through neuroproteomics could lead to clinical diagnostics and therapeutics to lessen the burden of neurotrauma on society.

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Section: B Data Mining-brain Cognitive Mapsmentioning

confidence: 99%

Neuroproteomics in neurotrauma

Ottens

Kobeissy

Golden

et al. 2006

Mass Spectrometry Reviews

Self Cite

View full text Add to dashboard Cite

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“…In addition, this model has been turned out to be powerful in numerous adaptive learning systems and it has often been used in technologyenhanced learning [28] [29]. In addition, this model is adequately accepted in numerous different situations [30], [31], in order to deliver personalised contents adapted to student's learning styles. Moreover, the FSLSM describes the learning style of a learner in more detail than other models, distinguishing between The second model we use is the Myers-Briggs Type Indicator (MBTI), that has been widely used and validated in the education domain [33] and has long been considered an important instrument by educational psychologist's [34].…”

Section: Learning Styles and Personalitymentioning

confidence: 99%

Personalized Students’ Profile Based On Ontology and Rule-based Reasoning

Nafea¹,

Μαγλαράς²,

Siewe³

et al. 2016

EAI Endorsed Transactions on e-Learning

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Nowadays, most of the existing e-learning architecture provides the same content to all learners due to "one size fits for all" concept. E-learning refers to the utilization of electronic innovations to convey and encourage training anytime and anywhere. There is a need to create a personalized environment that involves collecting a range of information about each learner. Questionnaires are one way of gathering information on learning style, but there are some problems with their usage, such as reluctance to answer questions as well as guesses the answer being time consuming. Ontology-based semantic retrieval is a hotspot of current research, because ontologies play a paramount part in the development of knowledge. In this paper, a novel way to build an adaptive ontological student profile by analysis of learning patterns through a learning management system, according to the Felder-Silverman learning style model (FSLSM) and Myers-Briggs Type Indicator (MBTI) theory is proposed

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“…Researchers began to integrate various pedagogical theories/approaches in adaptive e-leaning systems such as scaffolding theory, learnercentered theory, and assessment methods for learners. Although previous studies have developed adaptive elearning systems with scaffolding theory to facilitate student learning (Brusilovsky et al, 1996;Shi et al, 2002;Murray, 2003;Azevedo, Johnson, Chauncey, & Burkett, 2010;Molenaar, van Boxtel, & Sleegers, 2011), study related to developing rigorous student self-assessment to underpin adaptive e-learning systems remain limited. In fact, most adaptive e-learning systems assess/diagnosis individual student differences during the initial learning period and provide tailored learning instruction; and the scaffoldings/supports are not adjusted in accordance with concerning students' learning progress (Molenaar, Roda, van Boxtel, & Sleegers, 2012).…”

Section: Introductionmentioning

confidence: 99%

An Adaptive e-Learning System for Enhancing Learning Performance: Based on Dynamic Scaffolding Theory

Chen

2017

EURASIA J MATH SCI T

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Adaptive learning for individual learners has recently become popular in education. This study aims to fill the void in the existing literature by building an adaptive elearning system with self-assessment rubrics based on the dynamic scaffolding theory in response to different student needs. Meanwhile, the purpose of this study is to explore the effectiveness of using adaptive e-learning with dynamic scaffoldings and rubrics in fostering students' learning outcomes. An experimental design was conducted to evaluate learning effectiveness and learning satisfaction in the Excel (spreadsheet) of the course for using the developed adaptive e-learning system. Sixty undergraduate students from a technology university in central Taiwan participated in this experimental study and executed a pretest and a posttest. Research results revealed that the developed adaptive e-learning system can effectively support students with personalized learning materials and successfully helps students acquired knowledge and develop cognitive abilities. The results recommend that teachers could employ rubrics as a self-assessment tool for supporting students with dynamic scaffoldings to conduct a learner-centered e-learning environment. Additionally, the lack of generalizability is clearly a limitation of the present data due to a few participants. Finally, future research direction of this study was also discussed.

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Integrating Adaptive and Intelligent Techniques into a Web-Based Environment for Active Learning

Cited by 11 publications

References 46 publications

Neuroproteomics in neurotrauma

Neuroproteomics in neurotrauma

Personalized Students’ Profile Based On Ontology and Rule-based Reasoning

An Adaptive e-Learning System for Enhancing Learning Performance: Based on Dynamic Scaffolding Theory

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