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An Adaptive Course Generation Framework

An Adaptive Course Generation Framework

Frederick W. B. Li, Rynson W. H. Lau, Parthiban Dharmendran
Copyright: © 2010 |Volume: 8 |Issue: 3 |Pages: 18
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781609609078|DOI: 10.4018/jdet.2010070104
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MLA

Li, Frederick W. B., et al. "An Adaptive Course Generation Framework." IJDET vol.8, no.3 2010: pp.47-64. http://doi.org/10.4018/jdet.2010070104

APA

Li, F. W., Lau, R. W., & Dharmendran, P. (2010). An Adaptive Course Generation Framework. International Journal of Distance Education Technologies (IJDET), 8(3), 47-64. http://doi.org/10.4018/jdet.2010070104

Chicago

Li, Frederick W. B., Rynson W. H. Lau, and Parthiban Dharmendran. "An Adaptive Course Generation Framework," International Journal of Distance Education Technologies (IJDET) 8, no.3: 47-64. http://doi.org/10.4018/jdet.2010070104

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Abstract

Existing adaptive e-learning methods are supported by student (user) profiling for capturing student characteristics, and course structuring for organizing learning materials according to topics and levels of difficulties. Adaptive courses are then generated by extracting materials from the course structure to match the criteria specified in the student profiles. In addition, to handle advanced student characteristics, such as learning styles, course material annotation and programming-based decision rules are typically used. However, these additives demand certain programming skills from an instructor to proceed with course construction; they may also require building multiple course structures to handle practical pedagogical needs. In this paper, the authors propose a framework based on the concept space and the concept filters to support adaptive course generation where comprehensive student characteristics are considered. The concept space is a data structure for modeling student and course characteristics, while the concept filters are modifiers to determine how the course should be delivered. Because of the “building block” nature of the concept nodes and the concept filters, the proposed framework is extensible. More importantly, the authors’ framework does not require instructors to equip with any programming skills when they construct adaptive e-learning courses.

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