A New Adaptive E-Learning Concept for Multidisciplinary Learning Environments

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Abstract

Engineering is a broad multidisciplinary discipline, also reflected in the increase of the variety of students in a single academic course in terms of foreknowledge and of interests and skills. Adaptive learning is a powerful tool to achieve tailored education in a multidisciplinary learning environment. Students with a diverse background and even with different levels can work together in a similar learning environment. Without support of e-learning concepts and online tools, this method is however very time consuming and ineffective for the lecturer.
E-learning modules are typically passive, not directly guiding the students. The new concept presented here, actively helps the student to develop their own learning route, based on their needs and interest, yet meeting the course's learning objectives. The overall concept is based on a plenary core set of lectures embedded in a flexible shell of adaptive e-learning modules. These modules are cross-linked allowing the student to step from one topic branch to another, depending on the need or interest identified by a brief end-of-module assessment and earlier information collected by the system.
A basic version of the web-based application to guide students through the network of e-learning modules is tested and showed positive results in terms of student appreciation yet not directly in terms of performance. The latter is the most relevant from a didactic point of view, while the success of the concept heavily relies on the positive student appreciation. The outcome of these first test used as input for the development of the final application.
Original languageEnglish
Title of host publicationProceedings of the 15th International CDIO conference
Number of pages11
Publication statusPublished - 25 Jun 2019
Event15th International CDIO conference 2019 - Aarhus University, Aarhus, Denmark
Duration: 25 Jun 201927 Jun 2019
Conference number: 15
http://www.cdio.org/meetings-events/15th-international-cdio-conference-aarhus-university

Conference

Conference15th International CDIO conference 2019
CountryDenmark
CityAarhus
Period25/06/1927/06/19
Internet address

Fingerprint

learning environment
learning
student
electronic learning
learning objective
didactics
university teacher
engineering
performance
education

Keywords

  • Adaptive Learning
  • Multidisciplinarity
  • Blended learning
  • Engineering
  • Web-based tool
  • ICT

Cite this

@inproceedings{a4913ec554714dc99c61aa764f3f86d1,
title = "A New Adaptive E-Learning Concept for Multidisciplinary Learning Environments",
abstract = "Engineering is a broad multidisciplinary discipline, also reflected in the increase of the variety of students in a single academic course in terms of foreknowledge and of interests and skills. Adaptive learning is a powerful tool to achieve tailored education in a multidisciplinary learning environment. Students with a diverse background and even with different levels can work together in a similar learning environment. Without support of e-learning concepts and online tools, this method is however very time consuming and ineffective for the lecturer.E-learning modules are typically passive, not directly guiding the students. The new concept presented here, actively helps the student to develop their own learning route, based on their needs and interest, yet meeting the course's learning objectives. The overall concept is based on a plenary core set of lectures embedded in a flexible shell of adaptive e-learning modules. These modules are cross-linked allowing the student to step from one topic branch to another, depending on the need or interest identified by a brief end-of-module assessment and earlier information collected by the system.A basic version of the web-based application to guide students through the network of e-learning modules is tested and showed positive results in terms of student appreciation yet not directly in terms of performance. The latter is the most relevant from a didactic point of view, while the success of the concept heavily relies on the positive student appreciation. The outcome of these first test used as input for the development of the final application.",
keywords = "Adaptive Learning, Multidisciplinarity, Blended learning, Engineering, Web-based tool, ICT",
author = "Richard Loendersloot and Alberto Martinetti",
year = "2019",
month = "6",
day = "25",
language = "English",
booktitle = "Proceedings of the 15th International CDIO conference",

}

Loendersloot, R & Martinetti, A 2019, A New Adaptive E-Learning Concept for Multidisciplinary Learning Environments. in Proceedings of the 15th International CDIO conference. 15th International CDIO conference 2019, Aarhus, Denmark, 25/06/19.

A New Adaptive E-Learning Concept for Multidisciplinary Learning Environments. / Loendersloot, Richard ; Martinetti, Alberto .

Proceedings of the 15th International CDIO conference. 2019.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - A New Adaptive E-Learning Concept for Multidisciplinary Learning Environments

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AU - Martinetti, Alberto

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N2 - Engineering is a broad multidisciplinary discipline, also reflected in the increase of the variety of students in a single academic course in terms of foreknowledge and of interests and skills. Adaptive learning is a powerful tool to achieve tailored education in a multidisciplinary learning environment. Students with a diverse background and even with different levels can work together in a similar learning environment. Without support of e-learning concepts and online tools, this method is however very time consuming and ineffective for the lecturer.E-learning modules are typically passive, not directly guiding the students. The new concept presented here, actively helps the student to develop their own learning route, based on their needs and interest, yet meeting the course's learning objectives. The overall concept is based on a plenary core set of lectures embedded in a flexible shell of adaptive e-learning modules. These modules are cross-linked allowing the student to step from one topic branch to another, depending on the need or interest identified by a brief end-of-module assessment and earlier information collected by the system.A basic version of the web-based application to guide students through the network of e-learning modules is tested and showed positive results in terms of student appreciation yet not directly in terms of performance. The latter is the most relevant from a didactic point of view, while the success of the concept heavily relies on the positive student appreciation. The outcome of these first test used as input for the development of the final application.

AB - Engineering is a broad multidisciplinary discipline, also reflected in the increase of the variety of students in a single academic course in terms of foreknowledge and of interests and skills. Adaptive learning is a powerful tool to achieve tailored education in a multidisciplinary learning environment. Students with a diverse background and even with different levels can work together in a similar learning environment. Without support of e-learning concepts and online tools, this method is however very time consuming and ineffective for the lecturer.E-learning modules are typically passive, not directly guiding the students. The new concept presented here, actively helps the student to develop their own learning route, based on their needs and interest, yet meeting the course's learning objectives. The overall concept is based on a plenary core set of lectures embedded in a flexible shell of adaptive e-learning modules. These modules are cross-linked allowing the student to step from one topic branch to another, depending on the need or interest identified by a brief end-of-module assessment and earlier information collected by the system.A basic version of the web-based application to guide students through the network of e-learning modules is tested and showed positive results in terms of student appreciation yet not directly in terms of performance. The latter is the most relevant from a didactic point of view, while the success of the concept heavily relies on the positive student appreciation. The outcome of these first test used as input for the development of the final application.

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