Analysis of adaptive e‐learning systems with adjustment of Felder‐Silverman model in a Moodle DLS

Abstract

E‐learning, as a complex system, includes distance learning, teaching materials in various forms and shapes, group and individual learning processes, as well as interactive and tutorial work. To increase the effectiveness and efficiency of the e‐learning system, it is necessary first of all to consider the characteristics of students and their learning styles. Based on the data collected in various ways, in surveys, using the distance learning dystem (DLS) Moodle, based on the subjective assessment of the subject teachers, as well as based on data from the business information system, the student preferences are determined. Then, based on these data, an adaptation is made, a process that adapts the work of the DLS based on student knowledge. The primary goals that can be achieved through the adjustment of the e‐learning system are to improve the design and usefulness of the course, help with finding information on the course, more efficient searching and placement of search results in the context of students' interest, as well as increasing students' loyalty to a higher education institution.

Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective

“…In addition, it has been found that the utilization of Moodle resources differed depending on whether the teacher was an expert in e-Learning vs. a non-expert regardless of the teaching modality (F2F, Blended Learning, or e-Learning). In particular, the expert teachers used more resources with their students linked to the implementation of metacognitive skills for planning, such as 'Label' (a resource that facilitates the cognitive structuring of information) and 'Page' (a resource that facilitates the embedding of videos) [22,27,28]. Even so, it must be pointed out that the expert teachers only utilized 62.5% of possible resources, which indicates that this type of teacher could still increase the inclusion of other resources and activities that enrich teaching in virtual spaces such as 'IMS content package' and 'Resources FAQ'.…”

“…Particularly worth highlighting are the investigative studies on teaching and learning styles and learning strategies within the university environment [17][18][19]. Nevertheless, there are few studies that have approached the investigation of those aspects in virtual learning environments (e-Learning or Blended Learning), because investigation in this context is still at an early stage [20][21][22]. With respect to the learning style, the studies of Camarero et al [18] defined four learning styles in accordance with the classification of Kolb [23]: active style (learning based on direct experience), reflexive style (learning based on observation and data collection), theoretical style (learning based on abstract conceptualization and the preparation of conclusions), and pragmatic style (learning based on active experimentation and the search for practical applications).…”

“…In summary, the challenge for investigation into instruction within virtual settings is centered on knowing the teaching styles of the teacher and the learning styles of the student [20] and, as a function of those teaching and learning styles, to know which would be the most effective interaction to apply in LMS spaces such as, for example, on Moodle [22]. Active teaching in e-Learning and Blended Learning environments is related to the use and utilization of tools that make possible the construction of the student's own knowledge.…”

“…The investigation must center on the knowledge of which tools the teacher utilizes within Blended Learning environments in order to respond to the above questions and, by doing so, will be able to define the most effective teaching styles. Likewise, student behavior on the platform must be known in order to define the most effective learning styles [22]. Finally, the possible relations between teaching and learning styles should be studied in virtual settings [39].…”

Utilization of Moodle in Teaching Undergraduate Students in West Africa

“…The system is widely accepted across Indonesia, needs continuous improvement in contents at par with time. Zlatkovic et al recommends that the e-learning system has to improve in design, course, information, search in the context of learners for higher education institutions [28].…”