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6.2 Modelling the Learner

6.2 Modelling the Learner. ISE554. The WWW for eLearning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction than a non-adaptive hypertext environment.

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6.2 Modelling the Learner

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  1. 6.2Modelling the Learner ISE554 The WWW for eLearning

  2. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction than a non-adaptive hypertext environment.

  3. A single user system to teach over the World-Wide Web (WWW). The subject domain selected was electronic logic, although the results are applicable to other subject areas.

  4. the lack of support for cognitive engagementdisorientation when navigating across the knowledge domainthe lack of individualisation

  5. The student model refers to the dynamic representations of the emerging knowledge and skills of the student. No intelligent instruction can take place without an understanding of the student

  6. A user model in a hypertext learning environment is given less emphasis than in a traditional ITS. There is less of a need to constrict the learner during the exploratory process, with a shifting of emphasis on student-directed and guided learning.

  7. There is a requirement for greater support when learning from hypertext WWW systems.

  8. The guided discovery learning environment on the WWW is designed to monitor the user’s interaction and use them as a measure of what the student is believed to have learnt.

  9. The system adapts the guidance accordingly, by making specific links available, providing instructional cues at key points in the interaction to direct the student.

  10. A major hypothesis is that the use of a guided discovery approach will allow a high degree of learner freedom and decreased levels of system intervention. This can be characterised as a shift from a traditional strong reliance on user modelling or AI techniques, to one based on some of the components of a ‘minimalist’ tutoring system.

  11. The results demonstrate that learning can be improved by using a guided discovery framework for constructing a WWW hypertext environment.

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