Classification of learners in an adaptive learning management system

In this paper, we show the significant benefits adopting the Adaptive Learning Management System (ALMS) to improve the teaching quality for online courses. We set up a problem to realize and orient students in the ALMS. To solve this problem, we first show the psychological fundamentals for classifying students.
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Classification of learners in an adaptive learning management system JOURNAL OF SCIENCE OF HNUE Interdisciplinary Science, 2013, Vol. 58, No. 5, pp. 159-165 This paper is available online at http://stdb.hnue.edu.vn CLASSIFICATION OF LEARNERS IN AN ADAPTIVE LEARNING MANAGEMENT SYSTEM Nguyen Thi Huong Giang School of Engineering Pedagogy, Hanoi University of Science & Technology Abstract. In this paper, we show the significant benefits adopting the Adaptive Learning Management System (ALMS) to improve the teaching quality for online courses. We set up a problem to realize and orient students in the ALMS. To solve this problem, we first show the psychological fundamentals for classifying students. We then point out why the learning orientation model should be selected as a tool for identifying students who are taking online courses. Finally, we propose a means to applying this model to improve individualized learning in adaptive online courses. Keywords: E-learning, ALMS, classification of students, Learning Orientation Model (LOM).1. Introduction Over the past ten years, the Adaptive Learning Management System (ALMS) hasundergone significant changes. There are three different approaches to the design andconstruction of the ALMS: 1) develop a normal adaptive learning environment, 2) supportsolutions for delivering adaptive courses and 3) develop an adaptive learning environmentbased on standards. In this paper, we introduce how to deliver material to be learnedaccording to student’s ability in ALMS. Our solution will improve the effectiveness ofapplying ICT in education and training in Vietnam since it will support some advantagesof traditional teaching when providing online courses such as pedagogic communicationsand interactions. In traditional LMSs, there are some major activities: processing the user’slogin/logout, inserting a new subject, updating a learning module package in a subject andcreating and inserting a new learning module package. In order to developing ALMS, wepropose to build a new function which takes into account the student’s ability: collectingReceived February 02, 2013 Accepted May 29, 2013.Contact Nguyen Thi Huong Giang, e-mail address: giang.nguyenthihuong@mail.hust.edu.vn 159 Nguyen Thi Huong Gianginformation about a student’s ability, processing the collected information and makingdecisions on the learning content and pedagogic methods that are suitable for each student.In the scope of this paper, we propose using the learning orientation model as a tool forclassifying online students. In the next section, we will introduce the psychological basicfor classifying students.2. Content2.1. Models of classifying learners Classification of students in teaching and learning is very important for deliveringsubject material and learning strategies according to a student’s ability. Therefore, a highnumber of classification models which are now proposed. These improve the capability toimprove the quality of education. In the scope of this paper, we analyze and assess somemodels in the following categories: the classifying model based on a student’s internalcharacteristics, the classifying model based on methods and strategies of learning, andthe complex classifying model that will discover the most suitable model for identifyingstudents in ALMS. In the first group, there are three models: Myers-Briggs, Gregorc and Herrmann.The Myers-Briggs model relates to personality types. The Gregorc mind style model isbased on the two dimensions of dealing with preferences for perception and ordering.These can be combined into four basic mediation channels which lead to four typesof students. The third is the Herrmann “whole brain” model. This model distinguishesbetween four modes which are based on the differences between the left and right cerebralhemispheres of the human brain. The second group of models relates to learning strategies. “Learning strategies canbe seen as short term methods that students apply in a particular situation. These strategiescan change with the time, teacher, subject, and situation. When learning strategies arefrequently used by students, learning styles can be derived from these strategies” [4].Therefore, learning strategies are important factors to identify individual students. Thesemodels include four major types: the Pask’s Serialist /Holist /Versatilist Model, the modelof Entwistle’s Deep, the Surface and Strategic Learning Approach, the Kolb model whichmodels the learning process and incorporates the important role of experience in thisprocess, and the Honey and Mumford model. The third group of classification models arethe complex models. These models consider the research results of previous classificationmodels. This is very important for classifying students because both students and thelearning process are influenced by many internal and external factors from the learningenvironment. In this group, we assess the model of Felder–Silverman and that of MargaretMartinez. Because there are many different models that can be used to classify students,it is very necessary to assess the contribution of the model for individualized learning160 Classification of learners in an adaptive learning management systemin online courses. This helps find the most suitable model for online training. Basic tothis assessment are the properties of classifying students who are taking online courses.These properties are drawn from analyzing the necessary skills of online learners, thefundamentals of classification, the requirements ...