Adaptive E-Learning System in Secondary Education
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The e-school application, presented by Sofija Tosheva, incorporates adaptive features to enhance student learning by allowing customization of the system and providing a dynamic learning experience. It facilitates regular communication between students and teachers, tracks student progress, and utilizes thematic tests to assess knowledge effectively. Empirical results indicate significant improvement in students' achievements who engaged with the e-school system compared to those who did not.
Adaptive E-Learning System in Secondary Education
- 2. Presenter: Sofija Tosheva Master degree in Computer Science High School teacher at SOU Jane Sandanski, Strumica, R. Macedonia 227th-29th August, 2015
- 3. One area of particular interest in adaptive educational systems is hypermedia. By means of incorporating techniques for intelligent tutoring in traditional hypermedia, learning systems are able to identify individual users needs and consequently to adapt the learning curriculum. Such systems are also able to adapt the content and presentation to each individual user, as well as to provide dynamic support for navigation through hypermedia material. Ability for adaptation to the needs of individual user can significantly improve the teaching process, as has been shown that the best method of teaching is individualized tutoring 327th-29th August, 2015
- 4. E-school is a web application, which includes adaptive characteristics, i.e. the student is able to adapt some features of the system. The students on their own can monitor their progress, follow the lessons posted by teachers, perform tests or set of exercises, give solution to projects, participate in forums and questionnaires, and completely fulfill the requirements for the courses. E-school system contains a lot of elements of the previously mentioned Web-based applications. Teacher gives directions for using the system. Students have regular contact with teachers via e-mail tools and conversation, so the teacher gets a mentoring role for each student. The teacher can monitor the total time that student spent in the system, the overall achievements in lessons learned, tests and projects. 427th-29th August, 2015
- 5. Main page of E-school (based on e-front free software) 527th-29th August, 2015
- 6. While reading a lesson, the student has a choice of moving to next or previous one, if he/she wants to compare any information or to be reminded of something. Once he/she passes the lesson, the system marks the lesson as learned and increases the cumulative percentage of his/her knowledge. After the lesson is marked as learned, the student can go to other lessons, courses or can use other tools. Structure of the material is set by the teacher, depending on the course’s objectives 627th-29th August, 2015
- 7. The teacher announces new projects about upcoming activities: dates when tests are performed, deadlines for the projects, etc. Hence, students have in advance clear working plan. Through the forums they have opportunity for discussions, working in groups and for communication with the teacher to successfully complete the assignments. Students can send their projects through the system and see the evaluation and comments made by the teacher. The system enables organizing a competition for the best group project which can be evaluated by the students, using pools of the system. A student have clear feed back of his/her work 727th-29th August, 2015
- 8. Thematic test consists of 20 questions. Teachers can create a number of tests and mix the questions for different groups of students. They decide when and whether the tests will be available for students (a short period of several hours), the tests remain inaccessible throughout the year. This enables updating the sets of questions, rather than repeating the same questions every year. In this way, teachers can easily create a final annual test (corresponding to external verification) from a large database of questions. Assessment obtained on this test would be an important element in establishing the annual grade of the student. The main goal of this research would be to achieve a minimum deviation on the scores of final test and the external test and general improvement of student’s achievements. The improvement of the results when the test is repeated with different questions 827th-29th August, 2015
- 9. The E-school application in practice confirms the usefulness of utilizing an adaptive e-learning system. I also obtained an empirical evidence of how students progressed by using the adaptive e-school system compared to those who did not use it at all. E-school system was tested with students of the first and the second year of high school. During the last quarter (March-June) students got the obligation to use the system and to complete the tasks for the subjects they attended. The study encompassed 135 first-year and 150 second-year students. Average scores of classes before (blue) and after (red) using the E-school application 927th-29th August, 2015
- 10. Q.No. Question Fully disagree agree at small % agree agree at great % Fully agree Q1. I am registered user at E-school 3 0 0 0 97 Q2. This way of learning can help me a lot 3 12 21 16 48 Q3. The way of taking tests is objective 8 8 12 24 48 Q4. I don't like the time limit during test 12 9 8 13 58 Q5. I like pre-tests so I can prepare better 3 3 7 11 76 Q6. I can immediately get the result of the test 1 2 8 12 77 Q7. I can improve the result by taking the test again 3 0 6 14 77 Q8. I can track the progress in learning (measured in %) 4 9 10 18 59 Q9. I like that I can communicate to the professor and my class mates 3 8 8 24 57 Q10. I like that I can send the projects and get the result on-line 1 4 11 22 61 Q11. I prefer working with e-school, rather than traditional classroom work 10 8 14 9 59 Q12. I would like to useE-school, next year, too 8 3 8 21 60 Statistics (in %) of student’s evaluation of the system 1027th-29th August, 2015
- 11. Usually, every innovation and change in educational systems produces resistance, but surprisingly the e-learning system was accepted with great interest by the students. As previously analyzed, it certainly is due to the fact that nowadays students communicate on-line and have fun looking for data on the Internet. So why not learn on-line instead of learning from books? What characteristics contribute to the adaptivity of E-school system? Apart from selecting the lessons, improving the results with self-testing, assistance in problem solving, adaptive navigation and availability of additional learning resources, students adjust the system according to their preferences, learning styles and learning rate. Students become more responsible in performing their obligations, learn how to work in a team, giving the most of theirself, to be succsesfull. Of course, there was a small number of students who were not registered at the system, or didn’t show any interest to use it. The results showed a positive impact of the learning system on the achievements of the students. Students that used the system were on average 26% more successful than the small number of students that were not registered. 1127th-29th August, 2015
- 12. 1227th-29th August, 2015 Presenter: Sofija Tosheva