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127th-29th August, 2015
 Presenter: Sofija Tosheva
 Master degree in Computer Science
 High School teacher at SOU Jane Sandanski,
Strumica, R. Macedonia
227th-29th August, 2015
 One area of particular interest in adaptive
educational systems is hypermedia. By means of
incorporating techniques for intelligent tutoring in
traditional hypermedia, learning systems are able
to identify individual users needs and
consequently to adapt the learning curriculum.
 Such systems are also able to adapt the content
and presentation to each individual user, as well
as to provide dynamic support for navigation
through hypermedia material. Ability for
adaptation to the needs of individual user can
significantly improve the teaching process, as has
been shown that the best method of teaching is
individualized tutoring
327th-29th August, 2015
 E-school is a web application, which includes adaptive
characteristics, i.e. the student is able to adapt some
features of the system. The students on their own can
monitor their progress, follow the lessons posted by
teachers, perform tests or set of exercises, give
solution to projects, participate in forums and
questionnaires, and completely fulfill the requirements
for the courses.
 E-school system contains a lot of elements of the
previously mentioned Web-based applications. Teacher
gives directions for using the system. Students have
regular contact with teachers via e-mail tools and
conversation, so the teacher gets a mentoring role for
each student. The teacher can monitor the total time
that student spent in the system, the overall
achievements in lessons learned, tests and projects.
427th-29th August, 2015
Main page of E-school
(based on e-front free software)
527th-29th August, 2015
While reading a lesson, the student has a choice of moving to
next or previous one, if he/she wants to compare any information
or to be reminded of something. Once he/she passes the lesson,
the system marks the lesson as learned and increases the
cumulative percentage of his/her knowledge. After the lesson is
marked as learned, the student can go to other lessons, courses
or can use other tools.
Structure of the
material is set by the
teacher, depending on
the course’s objectives
627th-29th August, 2015
 The teacher announces new projects about upcoming activities:
dates when tests are performed, deadlines for the projects, etc.
Hence, students have in advance clear working plan. Through the
forums they have opportunity for discussions, working in groups
and for communication with the teacher to successfully complete
the assignments. Students can send their projects through the
system and see the evaluation and comments made by the teacher.
The system enables organizing a competition for the best group
project which can be evaluated by the students, using pools of the
system.
A student
have clear
feed back of
his/her work
727th-29th August, 2015
 Thematic test consists of 20 questions. Teachers can create a
number of tests and mix the questions for different groups of
students. They decide when and whether the tests will be available
for students (a short period of several hours), the tests remain
inaccessible throughout the year. This enables updating the sets of
questions, rather than repeating the same questions every year. In
this way, teachers can easily create a final annual test
(corresponding to external verification) from a large database of
questions. Assessment obtained on this test would be an important
element in establishing the annual grade of the student. The main
goal of this research would be to achieve a minimum deviation on
the scores of final test and the external test and general
improvement of student’s achievements.
The improvement
of the results
when the test is
repeated with
different questions
827th-29th August, 2015
 The E-school application in practice confirms the usefulness of
utilizing an adaptive e-learning system. I also obtained an empirical
evidence of how students progressed by using the adaptive e-school
system compared to those who did not use it at all. E-school system
was tested with students of the first and the second year of high
school. During the last quarter (March-June) students got the
obligation to use the system and to complete the tasks for the
subjects they attended. The study encompassed 135 first-year and
150 second-year students.
Average scores of
classes before (blue)
and after (red) using
the E-school
application
927th-29th August, 2015
Q.No. Question Fully
disagree
agree at
small %
agree agree at
great %
Fully
agree
Q1. I am registered user at E-school 3 0 0 0 97
Q2. This way of learning can help me a lot 3 12 21 16 48
Q3. The way of taking tests is objective 8 8 12 24 48
Q4. I don't like the time limit during test 12 9 8 13 58
Q5. I like pre-tests so I can prepare better 3 3 7 11 76
Q6. I can immediately get the result of the test 1 2 8 12 77
Q7. I can improve the result by taking the test again 3 0 6 14 77
Q8. I can track the progress in learning (measured in
%)
4 9 10 18 59
Q9. I like that I can communicate to the professor
and my class mates
3 8 8 24 57
Q10. I like that I can send the projects and get the
result on-line
1 4 11 22 61
Q11. I prefer working with e-school, rather than
traditional classroom work
10 8 14 9 59
Q12. I would like to useE-school, next year, too 8 3 8 21 60
Statistics (in %) of student’s evaluation of the system
1027th-29th August, 2015
 Usually, every innovation and change in educational systems
produces resistance, but surprisingly the e-learning system was
accepted with great interest by the students. As previously
analyzed, it certainly is due to the fact that nowadays students
communicate on-line and have fun looking for data on the
Internet. So why not learn on-line instead of learning from
books?
 What characteristics contribute to the adaptivity of E-school
system? Apart from selecting the lessons, improving the results
with self-testing, assistance in problem solving, adaptive
navigation and availability of additional learning resources,
students adjust the system according to their preferences,
learning styles and learning rate. Students become more
responsible in performing their obligations, learn how to work in
a team, giving the most of theirself, to be succsesfull. Of course,
there was a small number of students who were not registered at
the system, or didn’t show any interest to use it.
 The results showed a positive impact of the learning system
on the achievements of the students. Students that used the
system were on average 26% more successful than the small
number of students that were not registered.
1127th-29th August, 2015
1227th-29th August, 2015
Presenter: Sofija Tosheva

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Adaptive E-Learning System in Secondary Education

  • 2.  Presenter: Sofija Tosheva  Master degree in Computer Science  High School teacher at SOU Jane Sandanski, Strumica, R. Macedonia 227th-29th August, 2015
  • 3.  One area of particular interest in adaptive educational systems is hypermedia. By means of incorporating techniques for intelligent tutoring in traditional hypermedia, learning systems are able to identify individual users needs and consequently to adapt the learning curriculum.  Such systems are also able to adapt the content and presentation to each individual user, as well as to provide dynamic support for navigation through hypermedia material. Ability for adaptation to the needs of individual user can significantly improve the teaching process, as has been shown that the best method of teaching is individualized tutoring 327th-29th August, 2015
  • 4.  E-school is a web application, which includes adaptive characteristics, i.e. the student is able to adapt some features of the system. The students on their own can monitor their progress, follow the lessons posted by teachers, perform tests or set of exercises, give solution to projects, participate in forums and questionnaires, and completely fulfill the requirements for the courses.  E-school system contains a lot of elements of the previously mentioned Web-based applications. Teacher gives directions for using the system. Students have regular contact with teachers via e-mail tools and conversation, so the teacher gets a mentoring role for each student. The teacher can monitor the total time that student spent in the system, the overall achievements in lessons learned, tests and projects. 427th-29th August, 2015
  • 5. Main page of E-school (based on e-front free software) 527th-29th August, 2015
  • 6. While reading a lesson, the student has a choice of moving to next or previous one, if he/she wants to compare any information or to be reminded of something. Once he/she passes the lesson, the system marks the lesson as learned and increases the cumulative percentage of his/her knowledge. After the lesson is marked as learned, the student can go to other lessons, courses or can use other tools. Structure of the material is set by the teacher, depending on the course’s objectives 627th-29th August, 2015
  • 7.  The teacher announces new projects about upcoming activities: dates when tests are performed, deadlines for the projects, etc. Hence, students have in advance clear working plan. Through the forums they have opportunity for discussions, working in groups and for communication with the teacher to successfully complete the assignments. Students can send their projects through the system and see the evaluation and comments made by the teacher. The system enables organizing a competition for the best group project which can be evaluated by the students, using pools of the system. A student have clear feed back of his/her work 727th-29th August, 2015
  • 8.  Thematic test consists of 20 questions. Teachers can create a number of tests and mix the questions for different groups of students. They decide when and whether the tests will be available for students (a short period of several hours), the tests remain inaccessible throughout the year. This enables updating the sets of questions, rather than repeating the same questions every year. In this way, teachers can easily create a final annual test (corresponding to external verification) from a large database of questions. Assessment obtained on this test would be an important element in establishing the annual grade of the student. The main goal of this research would be to achieve a minimum deviation on the scores of final test and the external test and general improvement of student’s achievements. The improvement of the results when the test is repeated with different questions 827th-29th August, 2015
  • 9.  The E-school application in practice confirms the usefulness of utilizing an adaptive e-learning system. I also obtained an empirical evidence of how students progressed by using the adaptive e-school system compared to those who did not use it at all. E-school system was tested with students of the first and the second year of high school. During the last quarter (March-June) students got the obligation to use the system and to complete the tasks for the subjects they attended. The study encompassed 135 first-year and 150 second-year students. Average scores of classes before (blue) and after (red) using the E-school application 927th-29th August, 2015
  • 10. Q.No. Question Fully disagree agree at small % agree agree at great % Fully agree Q1. I am registered user at E-school 3 0 0 0 97 Q2. This way of learning can help me a lot 3 12 21 16 48 Q3. The way of taking tests is objective 8 8 12 24 48 Q4. I don't like the time limit during test 12 9 8 13 58 Q5. I like pre-tests so I can prepare better 3 3 7 11 76 Q6. I can immediately get the result of the test 1 2 8 12 77 Q7. I can improve the result by taking the test again 3 0 6 14 77 Q8. I can track the progress in learning (measured in %) 4 9 10 18 59 Q9. I like that I can communicate to the professor and my class mates 3 8 8 24 57 Q10. I like that I can send the projects and get the result on-line 1 4 11 22 61 Q11. I prefer working with e-school, rather than traditional classroom work 10 8 14 9 59 Q12. I would like to useE-school, next year, too 8 3 8 21 60 Statistics (in %) of student’s evaluation of the system 1027th-29th August, 2015
  • 11.  Usually, every innovation and change in educational systems produces resistance, but surprisingly the e-learning system was accepted with great interest by the students. As previously analyzed, it certainly is due to the fact that nowadays students communicate on-line and have fun looking for data on the Internet. So why not learn on-line instead of learning from books?  What characteristics contribute to the adaptivity of E-school system? Apart from selecting the lessons, improving the results with self-testing, assistance in problem solving, adaptive navigation and availability of additional learning resources, students adjust the system according to their preferences, learning styles and learning rate. Students become more responsible in performing their obligations, learn how to work in a team, giving the most of theirself, to be succsesfull. Of course, there was a small number of students who were not registered at the system, or didn’t show any interest to use it.  The results showed a positive impact of the learning system on the achievements of the students. Students that used the system were on average 26% more successful than the small number of students that were not registered. 1127th-29th August, 2015