Adaptive E-Learning Environments: Theory, Practice, and Experience

Abstract

In our knowledge-oriented society of the 21st century, the necessity for novel teaching and learning paradigms is increasing and, furthermore, is leading to development streams like distance learning or e- learning. However, these new educational approaches often fail due to reasons such as the negligence of pedagogical principles, a lack of personal contact with the teacher or other learners, usability problems of the learning platform, low quality of the learning content and so forth. As one possible answer to such problematic aspects, adaptive e-learning deals with implementing typical didactical competencies within information technology. Through these methods knowledge transfer can be improved, for example by means of observing, assessing and adapting the learning process. In addressing adaptive behaviour in e-learning environments, this dissertation aims to examine theo- retical and practical aspects of adaptive e-learning and to develop a technological prototype for the AdeLE research project. AdeLE, which stands for “Adaptive e-Learning with Eye-Tracking”, focuses on two im- portant requirements. On the one hand, eye-tracking technology ought to be applied for enhanced learner observation. Therefore, the prototypical solution should consider the integration of such a device, while the usefulness of eye-tracking for adaptive e-learning is decidedly not part of thiswork. On the other hand, a tool which is named “Dynamic Background Library” and realises the idea of retrieval-based instruction should be utilised to support the adaptation of the online learning process. From the theoretical viewpoint, the dissertation first and foremost comprises aspects of adaptation sys- tems and technology-based learning and teaching. A formal specification describing adaptive behaviour in e-learning systems is built up by combining these two scientific fields and surveying historical streams and systemic types of adaptive educational systems. Continuing with practical issues, this formal model is applied to derive requirements for standardised, adaptable courseware as well as on an ideal adaptive e-learning environment. Consequently, the technological realisation of the AdeLE prototype is described in consideration of these requirements. Finally, this work also evaluates the most relevant research ideas of the AdeLE solution approach, namely the prototype itself, the usefulness of the Dynamic Background Library and the impact of teacher-driven adaptation of online learning.