Abstract
The article proposes an analysis of a personalized adaptive e-learning system LMPAELS, and an adaptation of a content model of this system to the trends of digital transformation in education and new pedagogical innovations. This research includes a survey on (i) students’ attitude towards the need for independent work and its novelty, (ii) types and resources of independent work used in a learning process, and (iii) risks/factors that are most often encountered during the independent work. Trends in educational transformation and results of the survey demonstrated a need to improve the existing LMPAELS content model. Subjects of the survey were students from three Latvian universities. As a result, following attributes were added to the course described in the content model: competence, preconditions, and outcomes. Attributes included in a description of a learning object were – skills, knowledge, deadline, and learning time. The improved content model gives an opportunity to create different types of learning objects depending on the deadline, including organizing independent study hours. Introduction of a deadline and learning time for learning objects allows a learner to plan and control their own learning process. The use of different learning object types allows a more detailed description of the learning process components, and improves the adaptation offered by the system.
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Vagale, V., Niedrite, L., Vagalis, A., Ignatjeva, S. (2022). Improved Content Model in Personalized Adaptive E-Learning System. In: Ivanovic, M., Kirikova, M., Niedrite, L. (eds) Digital Business and Intelligent Systems. Baltic DB&IS 2022. Communications in Computer and Information Science, vol 1598. Springer, Cham. https://doi.org/10.1007/978-3-031-09850-5_7
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