Thesis a model for an adaptive e learning system based on learners' learning style diversity
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The document proposes an adaptive e-learning system based on learner's learning styles diversity. It discusses motivations for such a system given individual differences in learning styles. The research methodology involves studying learning styles models like MBTI, developing a model with adaptation features, and conducting a case study to analyze learner preferences. The proposed system would adapt course presentation and materials to match a learner's personality type as identified by the MBTI model.
Thesis a model for an adaptive e learning system based on learners' learning style diversity
- 1. A Proposed Model of an Adaptive E-learning System Based on Learner’s Learning Styles Diversity Faculty of Informatics & Computer Science Arab 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 January 2011
- 2. In the name of Allah, the Most Gracious and the Most Merciful I would like to expressmy gratitudeto Allah for providingme the strengthsand blessingsto complete this work. Specialappreciationgoes to my supervisor Prof. Dr. AbdelfattahHegazy for his supervisionand constantsupport.I also owe Prof. Dr. M. Badr Senousygreat thanksfor his constructivecomments and Guidancethroughoutthe thesisworks. My Thanksto Prof. Dr. Nashet El-Khameesy and Prof. Dr.Taha el-Areef for agreeingto be a discussant for my thesis. Saving the best for last, I wish to give my heartfelt gratitudeto My Family. Finally, I offer my regardsand blessingsto my Colleagues, friends and to all of those who supportedme in any respectduring the completionof the Thesis. Acknowledgement 2
- 3. 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. Publication 3
- 5. 5 Different people learn in different ways. This is the basis of the study of learning styles.
- 6. Motivations Problem Statement Background and Related Work Research Methodology Proposed Model Data Analysis and Interpretations Implementation Conclusion Future Work Agenda 6
- 7. Motivations 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) 7
- 8. 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 Statement 8
- 9. Problem 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 . 9
- 10. Background & Related Work E-learning Challenges Individual Characteristics Course Challenges Technological Challenges Contextual Challenges (Depend on: Andersson, A. & Grönlund, A.,2009) 10
- 11. Background & Related Work 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) 11
- 12. Background & Related Work http://www.ehow.com/about_5381758_history-learning-styles.html In 1907, Dr. Maria Montessor, a physician in Italy, began using materials to enhance the learning styles of her students. In 1904, Alfred Binet, a French psychologist, developed the first intelligence test, which interest in individual differences. Isabel Myers-Briggs and Katherine Briggs developed the Myers-Briggs Type Indicator (MBTI) in 1962 around theories of psychologist Carl Jung. In 1956, Benjamin Bloom developed a system known as Bloom's Taxonomy, which took another step toward defining learning-style differences. 12
- 13. Background & Related Work http://www.ehow.com/about_5381758_history-learning-styles.html From the 1980s to the present day, different learning-style models have been developed building on previous discoveries. Further advancement was made when the Dunn and Dunn Learning Style Model was introduced in 1976, generating diagnostic instruments for evaluation. In the '90s, the emphasis was placed on having teachers address learning styles in the classroom through adjustments in curriculum that incorporate each style, giving an equal chance for students to learn. In 1984, David Kolb published his learning-style model, where he determined that learning styles are closely related to cognitive skills. 13
- 14. Background & Related Work http://www.creativelearningcentre.com 15
- 15. Background & Related Work (Brusilvosky,2002) User Model of Adaptive E-learning System 17
- 16. Background & Related Work (Amal Al-Dujaily,2007) User Model with the Personality Type MBTI Model 18 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.
- 17. Background & Related Work ( (Graf et al.,2007 General Structure of Each Chapter in An Adaptive Course Felder –Silverman Model Learning Objects Content Outlines Conclusions Examples Self-assessment tests Exercises 19 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.
- 18. Background & Related Work (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. 20 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.
- 19. Background & Related Work (Essi Kanninen, 2009) learning styles in learning environment from learner’s point of view VAK (Visual-Auditory-Kinesthetic ) Model Kolb’s learning style Model 21 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.
- 20. Background & Related Work (Herman, 2009) Learner Flowchart in Adaptive E-learning Using the Learning styles VAK and Felder- Silverman learning style Model 22
- 21. Background & Related Work ( (Graf et al., 2010 Adaptive Course for a Learner Felder –Silverman Model Adaptive annotation & Adaptive sorting. Annotations for LOs: recommended and standard. 23 The proposed mechanism combines the advantages of LMS with those of adaptive learning systems by enhancing LMS with adaptivity.
- 22. Research 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). 25
- 23. Research Methodology MBTI Model dimensions 26 MBTI Learning Style Model Where they focus to prefer their attention Introvert Extravert Focus inwardly. Learn best by building mental models. Focus outwardly. Learn best by discussing or doing. How to gather and process information Intuitive Sensitive Focus on seeing patterns and connecting meaning to facts. Focus on the five senses and experiences. How to organize information and make Decisions Feeler Thinker Focus on person-centered understanding and values. Focus on logic, cause and effect. How to come to a conclusion and relate to the world around Perceiver Judger Focus on adapting to demands of the situation. Focus on sticking to a plan.
- 24. Research Methodology 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
- 25. Research Methodology 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
- 26. Proposed Model Proposed Model with the Personality Type 29
- 27. Proposed Model Use Case Diagram for Adaptive E-learning Proposed Systems 30
- 28. Proposed Model Proposed Adaptation Features 31
- 29. Data Analysis and Interpretations Case Study 32
- 30. Data Analysis and Interpretations 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. 33
- 31. Data Analysis and Interpretations Case Study Participants‘ Learning Styles 34 0% 20% 40% 60% 80% Extravert Introvert Intuitive Sensitive Feeler Thinker Judger Perceiver Participant Percentage Personality Types Learning Styles Extravert Introvert Intuitive Sensitive Feeler Thinker Judger Perceiver
- 32. Data Analysis and Interpretations Case Study: Learning Styles Analysis Results 35 69% 29% 31% 71% 0% 20% 40% 60% 80% 100% 120% Extravert Introvert Percentage Learning Styles : Extravert Vs. Introvert Learning styles & Communication Tool Discussion Board and Email Chatting and E-meeting
- 33. 88% 12% 28% 72% 13% 87% 69% 31% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Holistic Sequential Mind Map Multimedia Percentage Learning Approaches Learning Styles & Learning Approaches Intuitive Sensitive Data Analysis and Interpretations Case Study: Learning Styles Analysis Result 36
- 34. Data Analysis and Interpretations Case Study Some Learning Styles Analysis Results 37 75% 21% 74% 36% 67% 64% 0% 20% 40% 60% 80% 100% 120% 140% 160% Case Studies Interactive Exercises Progress Measure Test Percentage Exercise Type Learning Styles and Exercises Feeler Thinker
- 35. 43% 47% 10% 11% 63% 26% 0% 10% 20% 30% 40% 50% 60% 70% Clear Assignment Little Creativity Assignment Skills Challenged Assignment Percentage Assignment Type Learning Styles and Assignments Judger Perceiver Data Analysis and Interpretations Case Study: Learning Styles Analysis Results 38
- 36. Data Analysis and Interpretations Driven Results from Case Study 39 Perceiver Judger Feeler Thinker Sensitive Intuitive Extravert Introvert Sequential Mindmap Holistic Multi- Media Learning Approaches Synchronous & Asynchronous Self-Directed & Asynchronous E-Learning Tools Chat / Email Forum / Discussion Board Communi- cation Tools Interactive Exercises & Progress Measure Test Case Study & Progress Measure Test Exercises Little Creativity & Challenged Clear & Little Creativity Assignments
- 38. Implementation Using LAMS 42 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
- 39. Implementation Using LAMS The Learning Activity Management System (LAMS) is an innovative type of LMS which creates a visual ‘drag- and-drop’ authoring platform. 43
- 40. Implementation Using LAMS 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 44
- 41. Implementation Using LAMS 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 45
- 42. Implementation Using LAMS Learning Session includes an introduction, Contents, Assignments, and Exercises. Author’s View 46 Introduction
- 43. Implementation Using LAMS Example of Mindmap for Sequential Learners Learner’s View 47
- 44. Implementation Using LAMS Learning Session includes an introduction, Contents, Assignments, and Exercises. Author’s View 48 Content
- 45. Implementation Using LAMS Example of Extravert Resource List Content Learner’s View 49
- 46. Implementation Using LAMS Example of Introvert Resource List Content Learner’s View 50
- 47. Implementation Using LAMS Text Example of Judger Assignment 52 Multiple Choice Questions Example of Judger Assignment
- 48. Implementation Using LAMS Multiple Choice Questions Example of Perceiver Assignment Text Example of Perceiver Assignment 53
- 49. Implementation Using LAMS Example of Feeler Exercise Example of Feeler Exercise Report Example of Feeler Exercise Correctness Learner’s View 54
- 50. Implementation Using LAMS Example of Thinker Exercise Example of Thinker Exercise Correctness Learner’s View 55 Example of Thinker Exercise Report
- 51. Conclusion 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). 56
- 52. Conclusion 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. 57
- 53. Conclusion 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. 58
- 54. Conclusion 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. 59
- 55. Thesis 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. 60
- 56. Future 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. 61
- 57. Nouran M. Radwan radwannouran@yahoo.com Teaching Assistant Information system & Computer Science Department Sadat Academy for Management Science http://sadatacademy.edu.eg 62