This paper presents an adaptive e-learning system which supports collaborative learning based on a location-based social network and semantic modeling. In the system, a social network among e-learning learners is dynamically constructed on the basis of the location information of learners using GPS sensors for collaborative learning. In addition, user modeling for semantic social network and adaptive e-learning is supported. For these, a mechanism that supports the construction of a dynamic social network using the location information of smart phones is provided. The user modeling for the construction of a semantic social network and the support of adaptive e-learning considers the information such as the users' achievement, preference, and learning goal. Through this system, e-learners can find mentors who are able to facilitate their learning and create communities for collaborative learning offline and online. The support of a location-based social network service and semantic user model in our system would increase interactions among e-learners and improve satisfaction regarding their mobile learning environment.
Abstract.One of the effective instruction methods for students with learning ability is to check precedent knowledge of students before learning and to supplement it when want of precedent knowledge is found. In this paper, we propose an adaptive tutoring system, which analyzes learning characteristics of students with leaning disability, diagnoses learning problems of them, and then provides proper advice accordingly. The system uses concept map to represent relationships among learning concepts and to diagnose the learning problems of students.
Abstract. The study explored the influences of global learning activities using Web technologies on students' 21 st century skills and global learning attitudes. 52 students from Korea and United States participated in this study. Six instructional modules, focused on 21 st century skills, were implemented for global learning in this study. Data were drawn from sources: students' learning performance, pre-and post-surveys, interaction logs, and reflections. The results showed that global learning using Web technologies positively affected students' 21 st century skills and students' global learning attitudes.
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