Academic journal article Educational Technology & Society

Proposition and Organization of an Adaptive Learning Domain Based on Fusion from the Web

Academic journal article Educational Technology & Society

Proposition and Organization of an Adaptive Learning Domain Based on Fusion from the Web

Article excerpt

Introduction

Technology has created cyberspace and decomposed national and international barriers. Today anyone possesses computer, modem and supplier access which can be connected to the new means and enjoy its many gifts. Everyone can teach and anyone can learn what, when and where he wants. Nowadays, the rapid technological revolution has changed the world totally, especially at the level of knowledge and information's transfer inside and outside the university, thus gives new type of higher education fundamentally different from the previous one (Brusilovsky, 1999). Online education as a tool for distance learning is considered as a teaching method that allows teacher and learner to be separated from each other in time and in place while they are remaining connected by an appropriate technology (Kolb, 1984). In online education, the separation time and space is filled by ICT (Information and Communication Technologies) networks, including the Internet and World Wide Web. E-learning is useful in education, business and all types of learning. Through this method, money and time can be saved. In addition to, producing measurable results (Amaral & Leal, 2006; Arthurs, 2007; Bostrom, Olfman & Sein, 1990; Brusilovsky, 2004). E-learning is mainly the network transfer of skills and knowledge in E-learning platform by using electronic applications and learning process (Brooks, Kettel & Hansen, 2005; Rodica & Anca, 2008).

With the rapid development of digital technology, information has become a very important area of research through which researchers open doors on several researching areas, such as indexing, backup and representation of information (Senan, 2008). And then, it has a responsible way for each course preparation in online training, but it also requires some steps, especially the selection of the most relevant information (Chaoui & Laskri, 2011b). Information is available in several formats on the Web, particularly in text format flexible to any changes and can be updated also by authors and learners. This change and update make the task of adapting the information very difficult and not completed process (Canales et al., 2007; Garcia-Barrios, 2006; Monova-Zheleva, 2005; Rosmalen et al., 2006; Ruiz et al., 2008). Additionally, the amount of learning materials on the Internet has grown rapidly in recent decades. Therefore, the information's consumers are challenged to choose the right things. In E-learning systems, most approaches have led to confusion for learners. For that, adaptive learning has gained much attention in this area (Chaoui & Laskri, 2011a; Monova-Zheleva, 2005; Papanikolaou et al., 2002; Rey-Lopez et al., 2009; Sampson, Karagiannidis & Cardinali, 2002; Wang, Wang, & Huang, 2008; Yang & Wu, 2009; Yessad et al., 2008).

Our aim through this work PrOALDoF-Web "Proposition and Organization of an Adaptive Learning Domain based on Fusion from Web" to reduce the huge space of the Web which contains billions of Web pages, that huge space becomes personalized one with direct learners' adaptation to meet their satisfaction and to provide good training which can be changed and updated, but with reliable and academic resources.

The rest of the paper is organized as follows: in the first part; we give background and related works. In the second one we detail our project "PrOALDoF-Web", its algorithm and different steps to create courses, justifying our ideas and the new approaches and developed methods throughout the implementation of PrOALDoF-Web. The importance of our project is the adaptation and is not the definition of learner's model for tracking learners and subsequently the decision of learners' levels in order to adapt the appropriate courses, but we assume that learners' levels are introduced into the system. The third part is evaluation in comparison with our approach and different methods of courses' creation.

Adaptation in E-Learning Systems and adaptation in our Approach

The point which makes E-learning more practical than the traditional methods of learning is: E-learning can be addressed to the maximum number of participants with diversity of learning styles, preferences and needs. …

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