A model for a web-based learning system

Carchiolo, Vincenza; Longheu, Alessandro; Malgeri, Michele; Mangioni, Giuseppe

doi:10.1007/s10796-006-9014-3

Cited by 12 publications

(6 citation statements)

References 26 publications

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“…Relevant learning instructions are specified for support of reasoning. The reasoning of an individual learning process should also consider the learner's learning needs according to his/her knowledge gap, preference, or interest (Carchiolo et al 2007). For example, if the learner has already acquired the expertise of "Theoretical Foundation", he/she may skip this component in his/her learning process.…”

Section: Figure 3 An Example Of Capability Ontologymentioning

confidence: 99%

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Wang

2009

Inf Syst Front

125

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E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-2 learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technologyoriented approaches makes e-learning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 e-learning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual's work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach.

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Section: Figure 3 An Example Of Capability Ontologymentioning

confidence: 99%

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Wang

2009

Inf Syst Front

125

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“…Because of the development of the Internet technologies, more and more people are using e-learning systems and applications for their educational needs (Beer et al, 2005;Hill and Roldan, 2005;Carchiolo et al, 2007). Many dynamic e-learning platforms have been developed for replacing the traditional passive e-learning platforms.…”

Section: E-learning Systems and Trusted Servicementioning

confidence: 99%

“…E-learning comprises all forms of electronically supported learning and teaching, and it is an effective means to implement the learning processes on the Internet (Uden et al, 2007). Many e-learning systems such as educational case library (Kanfer et al, 2000), syllabus generator system (Carchiolo et al, 2007), distance learning administrative system (Romano et al, 2005) and student field experience learning tracking system (Costa and Silva, 2010) have been used to help educators improve their teaching and to help students achieve their learning objectives and needs.…”

Section: Introductionmentioning

confidence: 99%

A Trust Evaluation Model for E‐Learning Systems

Tan

Chen

et al. 2014

Syst. Res.

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In recent years, electronic learning (e‐learning) has become an increasingly important method in education. Under the environment of Internet of Things, it has been predicted that e‐learning systems will grow at an even greater pace. Therefore, it is crucial to find a simple and effective evaluation method to assess user trust in e‐learning systems. In this paper, we present an evaluation model based on user trust cloud and user capability for trusted e‐learning. A user trust cloud model is proposed to assess a user's subjective trust, and a capability matrix method is introduced to assess a user's objective trust. The proposed model has been implemented for trust management in e‐learning systems. Experimental results show that the proposed trust evaluation model is useful and applicable to the user trust assessment in complex e‐learning systems. Copyright © 2014 John Wiley & Sons, Ltd.

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“…Information technology has significant impacts on the environment of education and approaches to teaching and learning (Zhang and Nunamaker 2003;Barolli et al 2006;Carchiolo et al 2007;Shen et al 2008). Recently, more and more students and faculty members are using e-portfolio systems.…”

Section: Introductionmentioning

confidence: 99%

Organizational schemata of e-portfolios for fostering higher-order thinking

Wang

2010

Inf Syst Front

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The information technology of online e-portfolio systems have been widely used during the past several years along with the diffusion of electronic teaching-learning systems. However, for the time being e-portfolio is viewed more as an assessment tool or a showcase tool, but less as an active learning tool. The current generic e-portfolio systems store artifacts in the chronological order on the course basis, providing few facets for active thinking. The question of how we can make e-portfolio a useful learning tool to improve students' learning outcomes is still open to research. Among various students' learning outcomes, higher-order thinking has become an important outcome of education. One vision of education evolution is to change the modes of thinking of students. This study is to meet the challenge of e-portfolios by investigating a significant research question: how e-portfolios can be used as a learning tool for students to foster higherorder thinking. Specifically, this study proposes an ontological approach to organizational schema of e-portfolios so that e-portfolios can be logically and dynamically organized into thinking-driven networks. The ontological schemata can serve as visible maps for the virtual e-portfolios repository shared by all teachers and students to foster higher-order thinking. A case study that implements a prototype of organizational schemata of e-portfolios demonstrates the usefulness of the proposed approach for fostering higher-order thinking.

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A model for a web-based learning system

Cited by 12 publications

References 26 publications

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

A Trust Evaluation Model for E‐Learning Systems

Organizational schemata of e-portfolios for fostering higher-order thinking

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