Ontology-Based Adaptive Dynamic E-Learning Map Planning Method for Conceptual Knowledge Learning

Ontology-Based Adaptive Dynamic E-Learning Map Planning Method for Conceptual Knowledge Learning

Tsung-Yi Chen (Nanhua University, Taiwan), Hui-Chuan Chu (National University of Tainan, Taiwan), Yuh-Min Chen (National Cheng Kung University, Taiwan) and Kuan-Chun Su (National Cheng Kung University, Taiwan)
DOI: 10.4018/978-1-5225-0034-6.ch026
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Abstract

E-learning improves the shareability and reusability of knowledge, and surpasses the constraints of time and space to achieve remote asynchronous learning. Since the depth of learning content often varies, it is thus often difficult to adjust materials based on the individual levels of learners. Therefore, this study develops an ontology-based adaptive dynamic knowledge concept e-learning mechanism that generates learning maps based on learner characteristics and guides learners effectively. To achieve this goal, this study proposes an adaptive dynamic concept e-learning navigation procedure, designs learning models based on the adaptive learning needs of learners, and develops knowledge map model and learning map model. Finally, this study designs adaptive dynamic concept learning map-planning algorithms based on the particle swarm optimization (PSO) algorithm. The learning maps generated by these algorithms meet the dynamic needs of learners by continually adjusting and modifying the learning map throughout the learning process. Adapting the adaptive learning content according to the dynamic needs of learners allows learners to receive more instruction in a limited period.
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2. Literature Review

E-learning involves the transmission of teaching content through the Internet, and is therefore unrestricted by the constraints of time or space (Liaw et al., 2007; Wong & Looi, 2009). Concepts of knowledge are the core elements that comprise knowledge, and serve as the basis for how human beings understand the world around them. In general, the acquisition of domain knowledge begins with its core concepts; knowledge concept networks are formed through the analysis, extension, classification, and association of these core concepts. Therefore, a comprehensive e-learning system must include a multimedia resource repository, bookmarking functions, and a navigation model (Britain & Liber, 1999).

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