Adaptive Webbased Learning Environment AWBLE: Synthesis of Empirical Evaluations and Conditions for

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Adaptive Web-based Learning Environment (A-WBLE)
Synthesis of Empirical Evaluations and
Conditions for Successful Adaptive Web-based
Implementation

• Fethi A. Inan
• Michael M. Grant
• The University of Memphis

AECT October 12, 2006
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Individual Differences

• Gender - Age
• Prior knowledge
• Learning Cognitive styles
• Discipline of study
• Goals
• Intelligences
• Motivational state
• Disabilities

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What is A-WBLE?

• An adaptive web based learning environment
  gathers users information and preferences,
  builds an individual model based on the
  individuals preferences and knowledge, applies
  adaptive methods to accommodate each individual
  based on the developed model, and monitors user
  action and learning process to provide new
  information to update the users model, thereby
  granting a more effective and efficient system.

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Advantages A-WBLE

• Increases the interaction between users and
  material
• Decreases distractions from learning tasks
• Manages individual differences by providing
  students with a more personal experience through
  incorporating different instructional strategies,
  resources, and learning environment

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Adaptive model Steps

• Gathering Collecting students prior
  preferences, knowledge, skills and attitudes
• Monitoring Observing student sequences,
  interaction, errors, pace
• Inference Inferring what these collected data
  tell about other parameters
• Prediction Predicting learners knowledge and
  level of motivation in the following learning
  tasks
• Adapting Making adjustments to the system based
  on collected and inferred data
• Updating Altering student model continuously
  according to collected and monitored data
  throughout the learning process

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Adaptive Methods

• Adaptive Content
• Adjusting the organization, format, or amount of
  content
• Adaptive Sequencing
• Ordering content in the most suitable way
• Adaptive Navigation and Orientation
• Changing the appearance and structure of
  navigations
• Direct guidance, link annotation or hiding links

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Adaptive Methods

• Adaptive Support and Feedback
• Providing intelligent help during learning
  process regarding student actions
• Adaptive Learning Activities
• Providing different treatment for each user
• Adaptive Interaction
• Adjusting communication type to increase learner
  engagement in the learning process

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Adaptive Methods

• Adaptive Assessment Grading
• Applying different type of assessment procedures
  and grading options
• Adaptive Collaboration
• Using system knowledge about different users to
  form a matching collaboration group
• Adaptive Interface
• Changing visual interface of the pages according
  to individual preferences

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Adaptive Methods

• Adaptive Social Context
• To maintain interest or user appeal by providing
  an adjusted social context
• Adaptive Individualization Level
• Giving options to each individual to decide the
  system adaptation level

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Architecture of an A-WBLE
Learning Goals
Learning Styles
Student Profile
Student Actions
Students Errors
Prior Knowledge
Navigation Styles
Student Model
Motivation
Interaction
Preferences
Adaptive Methods
Adaptive Content
Adaptive Learning Actv.
Adaptive Sequence
Adaptive Interaction
Adaptive Individual Level
Adaptive Interface
Adaptive Assessment
Adaptive Social Context
Adaptive Feedback
Adaptive Collaboration
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Matching Individual Differences to Adaptive
Methods
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Evaluations of A-WBLEs

• Primarily European/Greek
• Matching/mismatching instructional approaches
  with individual differences
• Testing the effectiveness of each of the adaptive
  technologies
• Evaluating performance, learning time/time to
  completion, and perceptions of students

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Requirements for A-WBLE Issues within
Evaluations

• Instructor Requirement
• Institutional Requirement
• Maintenance Requirement
• Ethical Requirement
• Quality Requirement
• Implementation Requirement

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Conclusion

• While designing the online instruction with
  A-WBLE is a more effective manner, developers
  have to deal with all aspects of the
  teaching-learning process. Therefore, adaptive
  methods should go beyond the adaptive content and
  navigation
• Even if a system provides all adaptive methods
  according to individual characteristics, it does
  not guarantee learning will always occur.

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Contacts

• Fethi A. Inan
• The University of Memphis
• finan_at_memphis.edu
• Michael M. Grant
• The University of Memphis
• mgrant2_at_memphis.edu
• http//idt.memphis.edu