Development and Testing of New E-Learning Hypermedia System

Development and Testing of New E-Learning Hypermedia System

Lamia Mahnane (LRS Laboratory, University of Badji Moktar, Annaba, Algeria) and Mohamed Hafidi (LRS Laboratory, University of Badji Moktar, Annaba, Algeria)
DOI: 10.4018/IJITWE.2015040101
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Abstract

Adaptive E-learning Hypermedia Systems (AEHS) are an innovative approach to a web learning experience delivery. They try to solve main shortcomings of classical hypermedia e-learning applications: “one-size-fits-all” approach and “lost-in-hyperspace” phenomena by adapting the learning content and its presentation to needs, goals, thinking styles and learning styles of every individual learner. This paper outlines a new approach to automatically detect learner's thinking and learning styles, and taking into account that thinking and learning styles may change during the learning process in an unexpected and unpredictable way. The authors' approach is based on the Felder Learning Styles Model and Hermann thinking styles model.
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In this study, the researchers would like to explore how personal thinking and learning styles could have effect on the learning achievements. There were two aspects of styles, one refers to how one prefer to learn something, and the other refers to how prefers to process the learning information. Some researchers categorized the former as learning style and the later as thinking style (Peterson, Rayner, & Armstrong, 2009). In this study, the researchers would like to explore how one’s thinking styles related their achievements. The were several major models of thinking styles, including the field-independent vs. field-dependent model (Witkin & Goodenough, 1981), the Myers-Briggs Type Indicator (MBTI) and Herrmann Brain Dominance (Herrmann, 1995). In this study, the researchers will identify the participants’ thinking style based on Herrmann Brain Dominance Model.

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