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ID 18093
file
creator
Aibert, Dietrich
subject
e-learning
elearning
Web-based teaching (WBT)
computer based training (CBT)
individualisation
adaptivity
adaptive hypertext
knowledge spaces
applied cognitive psychology
NDC
Education
abstract
At the beginning of the 215t century strong efforts are made for facilitating e-learning (electronic-based learning and teaching). This development is driven mainly by economical and technological dynamics, however also the contributions of educational and learning sciences are requested by the decision maker. Beside methodological contributions, cognitive psychology is fundamental for individualising e-learning processes. Essential for individualisation is the adaptivity of the e-learning system - comparable to the teaching behaviour of a private teacher, taking his or her knowledge about the student and the results of learning science into account. The theoretical models and empirical results of cognitive psychology enable us (a) to optimise the individual's learning of specific knowl-edge and skills by adapting the e-learning system to the student's pre-knowledge, to his or her growing knowledge and learning goal, and to the requested kind of comprehension and performance, (b) to optimise individual learning processes by adapting to or improving general learning skills, control processes and learning strategies, as e.g. the repeating schedule with respect to fast learning and long lasting retention, as the communication and co-operation activities, as the cognitive and learning style, and meta cognitive skills ("learning to learn"), and (c) to reduce other cognitive demands during the learning process by the systems adaptivity with respect to the student's cultural background, his or her human-computer-interface preferences as well as to changing learning environments. Realising these forms of adaptivity in e-learning systems by suitable objects of adaptivity on the appropriate level of individualisation of adaptivity needs interdisciplinary co-operation.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development
issue
Issue 50
start page
25
end page
34
date of issued
2002-02-28
publisher
広島大学大学院教育学研究科
国立情報学研究所
issn
1346-5546
ncid
SelfDOI
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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