thesis _ a model for an adaptive e learning system based on learners' learning style diversity

A Proposed Model of an Adaptive E-learning System Based on

Learner’s Learning Styles Diversity

Faculty of Informatics & Computer ScienceArab Academy for Science, Technology and Maritime

Transport

M.Sc. In Information Systems

Academic Supervisors:

Prof. Dr. A. A. Hegazy Prof. Dr. M. Badr Senousy

Submitted by Nouran M. Radwan

April 2011

In the name of Allah, the Most Gracious and In the name of Allah, the Most Gracious and the Most Mercifulthe Most Merciful

I would like to express my gratitude to Allah for providing me the strengths and blessings to complete this work.

Special appreciation goes to my supervisor Prof. Dr. Abdelfattah Hegazy for his supervision and constant support. I also owe Prof. Dr. M. Badr Senousy great thanks for his constructive comments and Guidance throughout the thesis works.

My Thanks to Prof. Dr. Nashet El-Khameesy and Prof. Dr.Taha el-Areef for agreeing to be a discussant for my thesis.

Saving the best for last, I wish to give my heartfelt gratitude to My Family.

Finally, I offer my regards and blessings to my Colleagues , friends and to all of those who supported me in any respect during the completion of the Thesis.

AcknowledgementAcknowledgement

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A. Hegazy , N. Radwan , Investigating Learner Perceptions, Preferences and Adaptation of E-Learning Services in Egypt , International Conference on Education and Management Technology, ICEMT 2010, Egypt, Cairo , November 2010 , P.167-173.

PublicationPublication

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Every single word, Photo, Action reflects a character and it creates an impression to every personality.

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Different people learn in different ways. This is the

basis of the study of learning styles.

Motivations

Problem Statement

Background and Related Work

Research Methodology

Proposed Model

Data Analysis and Interpretations

Implementation

Conclusion

Future Work

AgendaAgenda

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MotivationsMotivations

The learning process is complex and is influenced by characteristics such as previous knowledge, learning styles, background, etc. (Herman, 2007)

These individual differences are the reason why some learners find it easy to learn in a particular course, whereas others find the same course difficult. (Graf, 2007)

In e-learning when the learning style of the learner is not compatible with the teaching style of the teacher; difficulties in academic achievement can result. (Hanan Ettaher Dagez & Khairuddin Hashim,2006)

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There are many e-learning systems, but they provide only the same materials to all learners regardless of individual

differences. Current existing conventional E-learning may not fit to all

learners.

(Herman, 2009)

Problem StatementProblem Statement

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Problem StatementProblem Statement

A new generation of learners has grown up with computers and the Internet. They expect to continue using them in getting an education. (Lam and Bordia, 2008)

E- Learning should be adapted to the learning style (LS) to be effective. (Graf, 2007)

Adaptive E-Learning System (AES) has the capability to adapt a course presentation to an individual’s characteristics. (Herman, 2009)

Therefore; there is a need to understand learner's learning style and e-learning preferences .

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Background & Related WorkBackground & Related Work

E-learning ChallengesE-learning Challenges

Individual Characteristics

Course Challenges

Technological Challenges

Contextual Challenges

)Depend on: Andersson, A. & Grönlund, , A.,2009( 10


Learning Style

Learning Style: refers to how an individual is able to learn and remember information.

How do learners learn? This question has been an area of interest for instructors and

researchers for many years.

(James Pinto, Pin Ng, & Susan K. Williams,

2008)

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http://www.ehow.com/about_5381758_history-learning-styles.html

In 1904, Alfred Binet, a French psychologist, developed the first intelligence test, which interest in individual differences.

In 1907, Dr. Maria Montessor, a physician in Italy, began using materials to enhance the learning styles of her students.

In 1956, Benjamin Bloom developed a system known as Bloom's Taxonomy, which took another step toward defining learning-style differences.

Isabel Myers-Briggs and Katherine Briggs developed the Myers-Briggs Type Indicator (MBTI) in 1962 around theories of psychologist Carl Jung.

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http://www.ehow.com/about_5381758_history-learning-styles.html

Further advancement was Further advancement was made when the Dunn and Dunn made when the Dunn and Dunn Learning Style Model was Learning Style Model was introduced in 1976, generating introduced in 1976, generating diagnostic instruments for diagnostic instruments for evaluation.evaluation.

From the 1980s to the present From the 1980s to the present day, different learning-style day, different learning-style models have been developed models have been developed building on previous discoveries.building on previous discoveries.

In 1984, David Kolb published In 1984, David Kolb published his learning-style model, where his learning-style model, where he determined that learning he determined that learning styles are closely related to styles are closely related to cognitive skills. cognitive skills.

In the '90s, the emphasis was In the '90s, the emphasis was placed on having teachers placed on having teachers address learning styles in the address learning styles in the classroom through adjustments classroom through adjustments in curriculum that incorporate in curriculum that incorporate each style, giving an equal each style, giving an equal chance for students to learn.chance for students to learn.

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http://www.creativelearningcentre.com 15


)Brusilvosky,2002(

User Model of Adaptive E-learning System

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)Amal Al-Dujaily,2007(

User Model with the Personality Type

MBTI Model

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The main contribution was pointing to the role of personality in user model. One of the

most findings in this research was that personality impact learning performance in

Adaptive e-learning systems.

The main contribution was pointing to the role of personality in user model. One of the

most findings in this research was that personality impact learning performance in

Adaptive e-learning systems.


))Graf et al.,2007

General Structure of Each Chapter in An Adaptive Course

Felder –Silverman Model

Learning Objects ContentOutlinesConclusionsExamplesSelf-assessment testsExercises

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This thesis gives an indication for the effectiveness of providing adaptivity

based on learning styles and shows that adaptive courses make learning easier for

students.

This thesis gives an indication for the effectiveness of providing adaptivity

based on learning styles and shows that adaptive courses make learning easier for

students.


)Daniela Dureva & Georgi Tuparov (,2008

Module for Studying of Learning Styles

Kolb’s, Felder-Silverman,

Gardner’s Multiple Intelligence, Reid Model.

Basic characteristics of the module :

Studying of learners’ preferred e-learning technologies based on own questionnaire.Graphical and verbal visualization of determined learning style. Personal statistics for the learner.

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Active learners learn by trying things. Reflective learners learn by thinking through things .

Sensing learners are concrete, practical. Intuitive learners are more comfortable with abstractions, innovations.

Visual learners prefer visual presentation of learning materials such as pictures, diagrams and flowcharts. Verbal learners prefer written and spoken explanations.

Sequential learners learn in incremental steps. Global learners learn in large leaps.

Active learners learn by trying things. Reflective learners learn by thinking through things .

Sensing learners are concrete, practical. Intuitive learners are more comfortable with abstractions, innovations.

Visual learners prefer visual presentation of learning materials such as pictures, diagrams and flowcharts. Verbal learners prefer written and spoken explanations.

Sequential learners learn in incremental steps. Global learners learn in large leaps.


)Essi Kanninen, 2009(

learning styles in learning environment from learner’s point of view

VAK (Visual-Auditory-Kinesthetic (Model

Kolb’s learning style Model21

Students should be encouraged to take the learning style test and see the results.

The planning of e-learning with respect to learning styles is complicated because every learner’s individual needs can not be taken into consideration.

Students should be encouraged to take the learning style test and see the results.

The planning of e-learning with respect to learning styles is complicated because every learner’s individual needs can not be taken into consideration.


)Herman, 2009(

Learner Flowchart in

Adaptive E-learning Using

the Learning styles

VAK and Felder- Silverman

learning style Model

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))Graf et al., 2010

Adaptive Course for a Learner

Felder –Silverman Model

Adaptive annotation

& Adaptive sorting.

Annotations for LOs: recommended and standard.

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The proposed mechanism combines the advantages of LMS with those of adaptive learning systems by enhancing LMS with

adaptivity.

The proposed mechanism combines the advantages of LMS with those of adaptive learning systems by enhancing LMS with

adaptivity.

Research MethodologyResearch Methodology

Studying background information about E-learning and Learning Styles.

Presenting the related work on adaptive e-learning system according to learners' learning style.

Doing an analytical study to find out several patterns about e-learning preferences that fit different learning style according to MBTI Model.

Presenting a model for an adaptive e-learning system based on learner's learning style diversity.

Implementation of the proposed model using LMS called Learning Activity Management Systems (LAMS).

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Research Methodology Research MethodologyMBTI Model dimensions

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MBTI Learning Style Model

Where they focus to prefer their attention Extravert Introvert

Focus outwardly. Learn best by discussing or doing.

Focus inwardly. Learn best by building mental models.

How to gather and process informationSensitive Intuitive

Focus on the five senses and experiences.

Focus on seeing patterns and connecting meaning to facts.

How to organize information and make DecisionsThinker Feeler

Focus on logic, cause and effect. Focus on person-centered understanding and values.

How to come to a conclusion and relate to the world aroundJudger Perceiver

Focus on sticking to a plan. Focus on adapting to demands of the situation.


Each dimension is represented by the letter in term used in MBTI theory to indicate a preference for one of the two dimensions of that dichotomy. 27


Why MBTI Model

MBTI was originally developed to identify people’s personality type particularly for the education domain

MBTI has been noted as an important instrument by educational psychologists.

MBTI has been used to develop a better understanding of the influences of e-learners’ performance .

MBTI has been used for developing different teaching methods for meeting different learners’ learning style.

(Amal Al-Dujaily,2007)28

Proposed ModelProposed Model

Proposed Model with the Personality Type

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Use Case Diagram for Adaptive E-learning Proposed Systems30


Proposed Adaptation Features

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Data Analysis and InterpretationsData Analysis and Interpretations

Case Study

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An assessment was developed in the form of a test aiming to gain better knowledge of how learners prefer to learn.

The participants were 108 persons where 44 persons were male (41%) and 64 persons (59%) were female. A random sampling method was used since the participants were university students from Egypt having different specialization.

The responders were asked to respond 28 questions to discover their personality type (MBTI test) and other 12 questions about some personal information and their preferences in using e-learning. It was developed and published at kwiksurveys.com.

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Case Study

Participants‘ Learning Styles34


Case Study: Learning Styles Analysis Results

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Case Study: Learning Styles Analysis Result

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Case StudySome Learning Styles Analysis Results

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Case Study: Learning Styles Analysis Results

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Driven Results from Case Study

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Implementation Using LAMSImplementation Using LAMS

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LAMS)LMS(

Personali-zation

Author

Designing Model

Learner

AES) Provide

learning materials due

to Learner’s Learning Styles

Diversity(

Designing the Proposed Model in LAMS


The Learning Activity Management System (LAMS) is an innovative type of LMS which creates a visual ‘drag-and-drop’ authoring platform.

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Learner has to answer the four main sections of MBTI Test. The system then filters the learning paths for each learner according to the results of the questionnaire (Test) to present a personalized set of learning material which includes Introduction, Contents, Assignments, and Exercises.

Author’s View

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Learner’s Progress bar

Learners can navigate through sequences similarly to working on a web page on the internet.

The Progress Bar shows you the order of activities in the LAMS sequence, as well as learner current position.

Blue circles represent activities that learner have completed, Red squares show learner current position in the sequence and Green triangles represent activities that learner not reached.

Learner’s View

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Learning Session includes an introduction, Contents, Assignments, and Exercises.

Author’s View

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Introduction


Example of Mindmap for Sequential Learners

Learner’s View

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Learning Session includes an introduction, Contents, Assignments, and Exercises.

Author’s View

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Content


Example of Extravert Resource List Content

Learner’s View

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Example of Introvert Resource List Content

Learner’s View

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Text Example of Judger

Assignment

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Multiple Choice Questions Example

of Judger Assignment


Multiple Choice Questions Example

of Perceiver Assignment

Text Example of Perceiver

Assignment

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Example of Feeler Exercise

Example of Feeler Exercise Report

Example of Feeler Exercise Correctness

Learner’s View

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Example of Thinker Exercise

Example of Thinker Exercise Correctness

Learner’s View

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Example of Thinker Exercise Report

ConclusionConclusion

This Thesis presented the Development and implementation of A model an adaptive e-learning system based on the learner’s learning style diversity using LMS (Learning Management System) called Learning Activity Management Systems (LAMS).

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In a case study, Several patterns were found where students with different learning style showed significantly different preferences in e-learning environment. These results seem to be important in order to provide courses that include features which fit to different learning styles.

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By analyzing the assessment, it was concluded that:

Extravert persons prefer Synchronous and Asynchronous while Introvert persons prefer Self-Directed and asynchronous. Thinker learners prefer Case studies and Progress Measure Tests while Feeler learners prefer Progress Measure Test and Interactive Exercises. Judger persons prefer Clear Assignments and Little Creativity Assignments while Perceiver persons prefer Little Creativity Assignments and Skills Challenged.Intuitive prefer Holistic while Sensitive prefer Sequential E-learning approach.

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The Learning Management System of LAMS provides a variety of features to support teachers in creating, administering, and managing online courses. However, that does not consider individual differences of learners. learners’ learning styles needs to be accommodated in LAMS.

The use of LAMS accelerates the development of my e-learning system design and provides enhanced capabilities and a user-friendly interface.

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Thesis ContributionsThesis Contributions

1) The Thesis detect e-learner preferences within learning style dimensions using MBTI learning style Model.

2) The Thesis contributes how to develop e-learning materials to different learning styles and combine the advantages of learning management systems those of adaptive systems.

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Future workFuture work

The findings in this thesis can be used as the basis for further research and developments providing advanced adaptivity especially in Learning Management System.

Future work will deal with an in-depth analysis of the results with respect to different learning style dimensions as well as the different adaptation features.

Investigations can be performed on finding out whether there are adaptation features which have more impact than others or whether there are learning styles which can be supported in a better way.

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Nouran M. Radwan

[email protected]

Teaching Assistant

Information system & Computer Science Department

Sadat Academy for Management Science

http://sadatacademy.edu.eg

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thesis _ a model for an adaptive e learning system based on learners' learning style diversity

Education

e learning

elearning preferences

learning services

elearning systems

learning style ls

study of learning styles

adaptive elearning system

adaptation of e