Smart Learning Environment: Paradigm Shift for Online Learning

Abstract

Online learning has always been influenced by advanced technology. The role of online learning is expected not only for delivering contents to massive learners anywhere and anytime but also for promoting successful learning for the learners. Consequently, this emerged role has introduced the concept of smart learning environment. More specifically, smart learning environment is developed to promote personalized learning for learners. Personalized learning focuses on individual learner and provides appropriate feedback individually. Currently, the advances of modern technologies and intelligence data analytics have brought the idea of smart learning environment into realization. Machine learning techniques are generally applied to analyze real-time dynamic learner behavior and provide the appropriate response to the right learner. In this chapter, the evolution of online learning environment from different points of technological overviews is first introduced. Next, the concepts of personalized learning and smart learning environment are explained. Then, the essential components of smart learning environment are presented including learner classification and intervention feedback. Learner classification is to understand different learners. Intervention feedback is to provide an individual response appropriately. Additionally, some machine learning techniques widely used in smart learning environment in order to perform smart classification and response are briefly explained.

The identity changes in online learning and teaching: instructors, learners, and learning management systems

“…The changes could develop great resistance which also results in tokenistic professionalism at best which is focused on functional convenience: Using an LMS as a digital depository and/or a bulletin board, offering self-learning activities, structuring a course based on one-to-many (an instructor-many individual students) interactions, and/or the absence of teacher presence in communication and collaboration (Dreamson, 2020 ; Brown et al, 2019 ; Park, 2011 ; Rapanta et al, 2020 ). These approaches could degenerate the underlying pedagogical strategies such as interactive learning (Anderson et al, 2001 ), personalised learning (Temdee, 2020 ), collaborative learning (Harasim, 2000 ), connectivist learning (Siemens, 2004 ), and smart learning (Khlaif & Farid, 2018 ). Inversely, the current hardship, even though it would not be long, offers opportunities for higher education to systematically and thoughtfully consider the identity changes.…”

“…Furthermore, both instructor identity and learner identity are highly related to their perceptions and ways of using an LMS (also known as a virtual learning environment) (Park, 2011 ). In essence, an LMS is a technology integrated learning environment where instructors are supposed to have the ability of using it for course design, interaction and collaboration, assessment, and learner support, and thereby, learners are given opportunities to implement their creative and collaborative learning engagement strategies (Khlaif & Farid, 2018 ; Rapanta et al, 2020 ; Temdee, 2020 ).…”

Challenges in Developing ‘Insight Learning’ in the Virtual Learning Environment with Special Reference to Gestalt Theory of Perception

“…Virtual learning is defined as learning that can functionally and effectively occur in the absence of a traditional classroom environment (Simonson & Schlosser, 2006). In other words, Virtual learning refers to digital/ computer-based learning environments (Weiss, Nolan et al, 2006: 03) while it is also understood to cover the existing online learning environment, including electronic learning, mobile learning, and ubiquitous learning (Temdee, 2020).…”

Opinions of high school students in Serbia on the advantages of on-line learning during the Covid-19 pandemic

“…Иако се учење на даљину ослања на напредно окружење за наставу и учење, подршка учењу и подучавању захтева знање из мултидисциплинарне области (Temdee, 2020), посебно зато што су студије показале да се улога наставника све више мења од предавача до руководиоца курса, који усмерава наставне активности у којима ученици активно учествују, и укључује педагошку, социјалну, управљачку и димензију техничких вештина (Florence, Ritzhauptb, Kumar, & Budhrania, 2019).…”