| Titre : | Using learning style instruments for MOOCs |
| Auteurs : | MOHAMED CHARAF EDDINE BENDAHMANE, Auteur ; Samir Bourekkache, Directeur de thèse |
| Type de document : | Monographie imprimée |
| Editeur : | Biskra [Algérie] : Faculté des Sciences Exactes et des Sciences de la Nature et de la Vie, Université Mohamed Khider, 2021 |
| Format : | 1 vol. (80 p.) / ill. / 29 cm |
| Langues: | Anglais |
| Mots-clés: | Online Learning, Education Technology, Adaptation, Learning style . |
| Résumé : | Over the past twenty years, Online learning and Education Technology have emerged as one of the most potential tools in o?ering quality education and massive training to a huge domain of audience worldwide, several models of learning style have been proposed and have increasingly drawn attention to improving the process learning of learners. On one hand it reaches a global do-main of learners, and on the other hand promulgates knowledge in an e?cient digital platform, besides intertwining a huge network of students, scientists,professors, scholars, teachers and di?erent stakeholders related to education.Learners that are involved in this learning environment are heterogeneous so they have di?erent characteristics, preferences, levels, di?erent backgrounds,abilities and needs.Therefore, it is not appropriate to use the same learning styles for each learner. The neglect of adaptation to the learner's pro?le and preference prevents a high level of understanding of content learning. Adaptation of learning styles has become a very interesting subject in recent research; since it opened the possibility of incorporating di?erent methods into E-Learning to improve the process of delivering learning materials and constructing an environment that elevate the learner's potential. Our main goal is to use learning style instruments from Felder - Silverman, Kolb and Neil Fleming models to improve and provide a proper learning to each learner. |
| Sommaire : |
I E-LEARNING 1
I.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 I.2 E-LEARNING: De?nition . . . . . . . . . . . . . . . . . . . . 1 I.3 History of E-Learning . . . . . . . . . . . . . . . . . . . . . . . 2 I.3.1 The Evolution of E-Learning . . . . . . . . . . . . . . . 2 I.3.2 Online Learning Today . . . . . . . . . . . . . . . . . . 3 I.4 Learning Theories . . . . . . . . . . . . . . . . . . . . . . . . . 4 I.5 Traditional Learning VS E-Learning . . . . . . . . . . . . . . . 7 I.6 Types of E-Learning . . . . . . . . . . . . . . . . . . . . . . . 8 I.6.1 Synchronous E-Learning . . . . . . . . . . . . . . . . . 8 I.6.2 Asynchronous E-Learning . . . . . . . . . . . . . . . . 9 I.6.3 Blended Learning . . . . . . . . . . . . . . . . . . . . . 9 I.6.4 Microlearning . . . . . . . . . . . . . . . . . . . . . . . 10 I.7 Platforms of E-Learning . . . . . . . . . . . . . . . . . . . . . 11 I.8 Advantages of E-Learning . . . . . . . . . . . . . . . . . . . . 11 I.9 Disadvantages of E-Learning . . . . . . . . . . . . . . . . . . . 12 I.10 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 II MOOC 15 II.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 II.2 De?nition of MOOC . . . . . . . . . . . . . . . . . . . . . . . 15 II.2.1 MOOC Models . . . . . . . . . . . . . . . . . . . . . . 16 II.3 Fundamental Characteristics of MOOCs . . . . . . . . . . . . 18 II.4 Di?erence Between E-Learning and MOOC . . . . . . . . . . . 19 II.5 MOOC's Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . 20 II.6 Adaptation of Learning Styles . . . . . . . . . . . . . . . . . . 21 II.6.1 De?nition of Learning Styles . . . . . . . . . . . . . . . 21 II.6.2 Learning Style Models . . . . . . . . . . . . . . . . . . 22 II.6.3 Adaptation Of Learning . . . . . . . . . . . . . . . . . 30 II.7 MOOCs During The Pandemic . . . . . . . . . . . . . . . . . 30 II.7.1 Awareness of MOOCs . . . . . . . . . . . . . . . . . . 32 II.7.2 Interests in MOOCs . . . . . . . . . . . . . . . . . . . 32 II.7.3 Challenges associated with Online Learning: . . . . . . 33 II.7.4 Suggestions to ensure the E?ectiveness of Online Learning: 33 II.8 Related Works . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 II.8.1 [17] 1st Related Work . . . . . . . . . . . . . . . . . . 34 II.8.2 [18] 2nd Related Work . . . . . . . . . . . . . . . . . . 36 II.8.3 [20] 3rd Related Work . . . . . . . . . . . . . . . . . . 38 II.8.4 Comparison Between The Related Works . . . . . . . . 40 II.9 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 IIICONCEPTION 42 III.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 III.2 The Chosen Learning Styles . . . . . . . . . . . . . . . . . . . 43 III.3 The System Architectures . . . . . . . . . . . . . . . . . . . . 44 III.3.1 The General Architecture . . . . . . . . . . . . . . . . 44 III.3.2 The Detailed Architecture . . . . . . . . . . . . . . . . 47 III.4 Scenario Diagrams . . . . . . . . . . . . . . . . . . . . . . . . 55 III.4.1 The Sequence Diagrams . . . . . . . . . . . . . . . . . 57 III.5 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 IV Implementation 61 IV.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 IV.2 The Used Tools . . . . . . . . . . . . . . . . . . . . . . . . . . 61 IV.3 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 IV.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 |
| Type de document : | Mémoire master |
Disponibilité (1)
| Cote | Support | Localisation | Statut |
|---|---|---|---|
| MINF/659 | Mémoire master | bibliothèque sciences exactes | Consultable |
