Towards adaptation in e-learning 2.0

Cristea, Alexandra I.; Ghali, Fawaz

doi:10.1080/13614568.2010.541289

Cited by 29 publications

(22 citation statements)

References 19 publications

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“…Students working with an adaptive version of an e-learning portal put in two to three times more work than those using a non-adaptive system. Similar results of students provided with adaptation spending longer time in the system have been obtained [24].…”

supporting

confidence: 76%

The ethical and social implications of personalization technologies for e-learning

Ashman

Brailsford

Cristea

et al. 2014

Information & Management

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A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription.For more information, please contact the WRAP Team at: publications@warwick.ac.uk helen.ashman@unisa.edu.au, tim.brailsford@nottingham.edu.my, A.I.Cristea@warwick.ac.uk, michael.sheng@adelaide.edu.au, ab4491@coventry.ac.uk, e.toms@sheffield.ac.uk, vwade@cs.tcd The Ethical and Social Implications of Personalisation Technologies for eLearning What are e-learning and personalisation?One of the major problems facing education in the online world is the sheer volume of information that users are faced with, some of it of variable quality. Finding information has never been easier, but finding appropriate information for the task at hand is often quite hard. Formal education aims to select out the most pertinent and reliable information, coaching the student to learn and then apply their own judgement and reasoning to information.For most of human history, formal education has been primarily provided by human teachers. The rise of computer technology however has seen many human functions moved across to computer software, at times with great success, such as with banking and online sales. Education is one function that has moved online, implemented in e-learning systems. An e-learning system is a system that supports mainly individual learning (but sometimes social learning) over the Internet, allowing access to local or remote organised learning material. The organisation of the learning material is done in view of a learning goal, generally established by a university curriculum or the training demands of a company.The great shift online has had many real benefits. It generates savings in human effort, with the greatest savings for repetitive and undemanding tasks. Also some tasks such as arithmetic, filing and retrieval, are performed better by software, being less error-prone and much faster. Indeed, its speed an enormous capacity makes possible some complex human functions that could not feasibly be performed in anything but software, for example encryption, chemical modelling and real-time calculation of spacecraft trajectories.As with many functions that have moved online, e-learning has had mixed success. It was partly motivated by the belief that it would save on human effort, although this assumes that the tasks involved in teaching are repetitive and mentally-undemanding. Whether it is better than the human equivalent is uncertain, and we discuss this in detail below. It does make possible or feasible some forms of learning such as teaching of enormous numbers of students, and access to the entire Internet of supporting materials.However the move online of learning has occurred in parallel with the reduction of human teachers. This can leave students feeling disenfranchised, like "num...

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supporting

confidence: 76%

The ethical and social implications of personalization technologies for e-learning

Ashman

Brailsford

Cristea

et al. 2014

Information & Management

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“…In Cristea and Ghali (2011) experiments with students proved that a classic e-learning environment can be improved by adding a content-based RS, not perhaps in terms of improving learning result, but in terms of attractiveness for students. If a TEL environment is enhanced by the addition of a collaborative-filtering, RS-TEL, the increase in time spent by learners within the TEL environment is even higher than the one registered for content-based RS-TEL.…”

Section: Recommender Systems In Technology Enhanced Learningmentioning

confidence: 96%

“…Previous studies on this topic limited their investigation to the analysis of results achieved at the end of the collaboration process (Cristea & Ghali, 2011;Seeber et al, 2014).…”

Section: Experimental Designmentioning

confidence: 99%

Applying recommender systems in collaboration environments

Damiani

Ceravolo

Frati

et al. 2015

Computers in Human Behavior

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a b s t r a c tTeam-based organizational structures are now widely adopted for activities such as product development, customer support and process-improvement initiatives due to their increased likelihood of making better decisions and solving problems. However, team collaboration often faces pitfalls like information overload or misunderstandings due to goal misalignment. In this paper, we put forward the idea that computer-supported collaboration environments can have a positive impact on team collaboration by increasing team members' awareness, focusing attention on task execution, and fostering the frequency of interaction among team members. We study the impact of recommender systems on team processes in computer-supported collaboration environments, describing the results of two experiments that show how recommendations impact interactions in teams. Teams using recommendations spent less effort on information handling and engaged more in communication than teams without recommendations.

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“…While social interaction features drew on SNS have become widely accepted and heavily embedded in e-learning systems [8,25], not enough attention has been paid to what role learners' profiles play in the use of social e-learning environments, which does not match the importance of profiles in SNS. This study, therefore, aims to fill this void by investigating learners' perceived acceptance of the use of profile-related features in a social personalised adaptive e-learning environment (SPAEE).…”

Section: Introductionmentioning

confidence: 99%

The critical role of profiles in social e-learning design

Shi

Cristea

Hadžidedić

2014

Proceedings of the 15th Annual Conference on Information Technology Education

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Evidence points to the fact that the introduction of Social Networking Sites (SNS) features, into e-learning environments has been highly accepted by students, because of its benefits of improving the learning experience. Yet, not enough attention has been paid to what role learners' profiles play in the use of social e-learning environments, which does not match the importance of profiles in SNS. This paper presents how profiles are implemented in the second version of Topolor, a social personalised adaptive e-learning environment (SPAEE), and learners' perceived acceptance of the design and the implementation. To complement the findings, a case study is conducted to analyse the profilerelated features of Topolor, which illustrates a generally high level of learner acceptance of these features. The analysis is finally concluded to suggest future research directions, in order to further analyse and improve these features.

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Towards adaptation in e-learning 2.0

Cited by 29 publications

References 19 publications

The ethical and social implications of personalization technologies for e-learning

The ethical and social implications of personalization technologies for e-learning

Applying recommender systems in collaboration environments

The critical role of profiles in social e-learning design

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