Adaptive E-Learning

Shute, Valerie J.; Towle, Brendon

doi:10.1207/s15326985ep3802_5

Cited by 199 publications

(112 citation statements)

References 16 publications

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“…It is likely that the reason for this decline is that the classroom data were confounded by many extraneous variables (e.g., personality of the teacher, instructional materials, classroom dynamics), making ATIs hard to find and difficult to interpret. During the 1990s, with the emergence of computers and the ability to control extraneous variables, interest renewed (see Shute & Towle, 2003, for more on this topic). Anderson, Reder, and Simon (1996) provided compelling arguments in support of more research before the adoption of any educational techniques.…”

Section: Bridging the Chasm With Researchmentioning

confidence: 99%

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Shute¹

2006

ETS Research Report Series

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This report outlines three educational approaches: (a) traditional, the currently dominant approach, a largely lecture-oriented, authoritarian style that makes heavy use of assessments of learning, which are useful for accountability purposes but only marginally useful for guiding day-to-day instruction; (b) progressive, a highly student-centered approach that relies on assessments for learning, which can be very useful in guiding day-to-day instruction; and (c) unified, a new, integrated approach that uses the best of both kinds of assessments-for and of learning-and which leverages computer technology, educational measurement, and cognitive science to address factors that undermined earlier attempts to implement the progressive approach. This report examines some of the research, trends, and factors that should be considered, understood, and, in some cases, leveraged, in order to move toward the unified approach. Further, this report presents examples of how ETS projects are moving toward the new approach to harness assessment in the service of learning.

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Section: Bridging the Chasm With Researchmentioning

confidence: 99%

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Shute¹

2006

ETS Research Report Series

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“…When using the individual paths of face-to-face learning, the students have problems with the assessment of real achievements, productivity, and, most importantly, the choice of the most suitable learning path (Sysoev, 2013). The regulation of the rate of mastering the material as well as the initial choice of the path take place in the automatic mode, without the teacher's participation (Graf, 2005;Paramythis, Loidl-Reisinger, 2003;Shute, Towle, 2003), these being the peculiar features of adaptive e-learning courses. Learning paths development is an important stage in the course design.…”

Section: Introductionmentioning

confidence: 99%

Development of Adaptive Educational Course in the SibFU E-Learning System

Кукарцев¹,

Chzhan²,

Tynchenko³

et al. 2018

J. Sib. Fed. Univ., Humanit. soc. sci.

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“…Since learners can proceed through an e-learning course at their own place and pace, and at any time, organizational costs related to aforementioned organizational issues can be minimized. Moreover, contemporary e-learning offers opportunities for flexible instruction that is tailored to the requirements of learners (Clark and Mayer, 2011;Shute and Towle, 2003;Stoyanov and Kirschner, 2004). However, until recently for many organizations e-learning has proved long in lead time to produce, inflexible to amend and prohibitively expensive.…”

Section: Introductionmentioning

confidence: 99%

Contemporary e-Learning as Panacea for Large-scale Software Training

Baaren

Wopereis

2013

Proceedings of the 5th International Conference on Computer Supported Education

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Abstract:Large organizations renew their core business software with some regularity, resulting in serious challenges for in-company training officers. Especially when large numbers of employees need to be trained to use updated software on short notice, traditional face-to-face training methods fall short. Contemporary elearning is regarded a solution for such short-term and large-scale training. This paper discusses the effect of a didactically sound e-learning solution on learning to use a new version of an Electronic Medical Record (EMR) software package. This solution not only features generally recognized e-learning characteristics like any time, place, path, and pace, but also marks the element 'just enough' to emphasize that the e-learning content only covers knowledge (concepts and procedures) necessary to perform the daily professional tasks. Around 2000 healthcare workers of a mental healthcare institution were educated online to use a renewed version of an EMR software package within two months. Results (i.e., time on task, test results, and perceived effectiveness) indicate that contemporary online solutions can help large organizations to face short-term and large-scale training problems.

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Adaptive E-Learning

Cited by 199 publications

References 16 publications

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Development of Adaptive Educational Course in the SibFU E-Learning System

Contemporary e-Learning as Panacea for Large-scale Software Training

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