Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

O'Donnell, Eileen; Wade, Vincent; Sharp, Mary; O'Donnell, Liam

doi:10.4018/978-1-4666-3930-0.ch014

Cited by 8 publications

(3 citation statements)

References 47 publications

(13 reference statements)

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“…Adaptive e-learning systems build a model of each user's preferences, characteristics and knowledge in order to adapt to individual user needs and environment (P. Brusilovsky, 2001). Adaptive e-learning systems should take student learning preferences into account (O'Donnell, Sharp, Wade, & O'Donnell, 2013). User profiles or user models are used to store information on individual students to support learner diversity.…”

Section: Personalised E-learning Activities In Educational Environmentsmentioning

confidence: 99%

“…Authoring tools facilitate various pedagogical strategies to create personalised e-learning activities, based on the characteristics stored in the user profile (Dagger et al, 2004). User profiles alternatively known as learner profiles (O'Donnell et al, 2013) must be created and maintained to facilitate the creation of web based personalised e-learning by linking the learner profiles with appropriate learning activities. Effective re-use of good quality peer reviewed educational activities can then be achieved.…”

Section: Identification Of E-learning Activities Suitable For Persona...mentioning

confidence: 99%

See 1 more Smart Citation

A Review of Personalised E-Learning

O'Donnell

Lawless

Sharp

et al. 2015

International Journal of Distance Education Technologies

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The realisation of personalised e-learning to suit an individual learner's diverse learning needs is a concept which has been explored for decades, at great expense, but is still not achievable by non-technical authors. This research reviews the area of personalised e-learning and notes some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised e-learning activities to enhance the learning experience of their students. At present educators who wish to create personalised e-learning activities require the assistance of technical experts who are knowledgeable in the area. Even with the help of an expert the creation of personalised e-learning activities still remains a complex process to authors who are new to the concept of tailoring e-learning to suit learner diversity. Before the successful utilisation of adaptive authoring tools can be realised, academic authors need to learn how to effectively use these tools. All learners come to education with a diverse set of characteristics; educators need to decide which learner characteristic(s) they wish to focus on addressing through the use of personalised e-learning activities. Further investigation, evaluation and analyses of authoring tools is required before personalised e-learning to support learner diversity can be achieved by many academics. Research members of the AMAS (2013) project team are currently involved in developing an authoring tool for adaptive activities for e-learning.

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Section: Personalised E-learning Activities In Educational Environmentsmentioning

confidence: 99%

Section: Identification Of E-learning Activities Suitable For Persona...mentioning

confidence: 99%

A Review of Personalised E-Learning

O'Donnell

Lawless

Sharp

et al. 2015

International Journal of Distance Education Technologies

Self Cite

View full text Add to dashboard Cite

show abstract

“…Students need different types of interaction, including interaction with their peers and teachers (16). In this regard, teachers can promote students' motivation and learning; for example, they can start online classes or forums covering challenging issues and use the so-called warm-up method to promote their students' completion of their tasks (17).…”

Section: Introductionmentioning

confidence: 99%

Factors Creating an Educational Atmosphere in Cyberspace: A Qualitative Study

Mojtahedzadeh

Mousavi

Shirazi

et al. 2017

Strides Dev Med Educ

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Background: Because of the developments and advancements in information technology (IT), unparalleled opportunities have been provided in electronic arenas; among them, electronic learning (e-learning) systems have brought attention to the facilitation of education. Since educational environment is a factor influencing the success of educational programs, the current study aims at evaluating the factors that create the educational atmosphere in cyberspace. Methods: The current study employed a qualitative content analysis approach and a targeted sampling method. A total of 11 students and 13 faculty members were recruited by a semi-structured interview in 2015. The interviews were continued separately for both students and lecturers up to the saturation of sample size. After the interview data were qualitatively analyzed. Results: After the data analysis, 685 codes were extracted out of the qualitative data, which were reevaluated in several stages and classified into 38 subcategories. Then, 13 categories and 6 domains (The status of virtual education, learner support, teaching skills, evaluation, professionalism and professional ethics, and self-efficacy) were created. Conclusions: Since the educational environment is an inseparable part of a curriculum, the factors creating an educational atmosphere in cyberspace are critically important and necessary for the qualitative and quantitative evaluations of the curriculum and prediction of educational outcomes.

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How Learning Has Been Personalised: A Review of Literature from 2009 to 2018

2019

Blended Learning: Educational Innovation for Personalized Learning

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Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

Cited by 8 publications

References 47 publications

A Review of Personalised E-Learning

A Review of Personalised E-Learning

Factors Creating an Educational Atmosphere in Cyberspace: A Qualitative Study

How Learning Has Been Personalised: A Review of Literature from 2009 to 2018

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