Applying the Adaptive Learning Material Producing Strategy to Group Learning
Because cooperative learning and Internet technologies are increasingly universal, how to help learners to learn effectively using the on-line learning systems and adopting teaching processes is increasingly important. Based on conceptual graph theory, this study proposed a strategy for efficiently storing learner knowledge structure and producing learning materials. By following the teaching process involved in giving lessons, the strategy uses the stored knowledge structure to produce adaptive group learning material for group learning activities. Additionally, this study used a curriculum to implement an experiment, and then used the experimental results to prove the ability of the proposed strategy to help learners to learn more efficiently.
Unable to display preview. Download preview PDF.
- 1.Ausubel, D.P.: Educational Psychology: A Cognitive View. Holt, Rinehart & Winston, New York (1968)Google Scholar
- 2.Ausubel, D.P., Novak, J.S., Hanesian, H.: Educational Psychology: A Cognitive View 2nd. Holt, Rinehart & Winston, New York (1978)Google Scholar
- 3.Frick, T.W.: Bayesian adaptation during computer-based tests and computer-guided practice exercises. Journal of Educational Computing Research 5(1), 89–114 (1989)Google Scholar
- 6.Johnson, D.W., Johnson, R.T.: Cooperation and Competition: Theory and Research. Interaction Book Co, Edina (1989)Google Scholar
- 8.Jong, B.S., Wu, Y.L., Chan, T.Y.: Dynamic Grouping Strategies Based on a Conceptual Graph for Cooperative Learning. To be published in IEEE Transactions on Knowledge and Data Engineering (2006) (accepted)Google Scholar
- 10.Novak, J.D., Goin, D.B.: Learning how to learn. Cambridge University Press, New York (1984)Google Scholar
- 11.Oppermann, R., Specht, M.: A nomadic Information System for Adaptive Exhibition Guidance. In: International Cultural Heritage Meeting (ICHIM), Washington D.C., pp. 103–109 (1999)Google Scholar
- 12.Ruiz-Primo, M.A.: On the use of concept maps as an assessment tool in science: What we have learned so far. Electronic Journal of Educational Research 2, 29–52 (2000)Google Scholar