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AARRAABB AACCAADDEEMMYY FFOORR SSCCIIEENNCCEE,, TTEECCHHNNOOLLOOGGYY AANNDD MMAARRIITTIIMMEE TTRRAANNSSPPOORRTT ((AAAASSTTMMTT))
College of Computing and Information Technology
AA MMOODDEELL OOFF AANN AADDAAPPTTIIVVEE EE--LLEEAARRNNIINNGG SSYYSSTTEEMM BBAASSEEDD OONN
LLEEAARRNNEERR''SS LLEEAARRNNIINNGG SSTTYYLLEE DDIIVVEERRSSIITTYY
Submitted By:
Nouran M. Radwan Hussein
A Thesis Submitted in Partial
Fulfillment of the Requirements for the Master's Degree in
Information System
Under the Supervision of:
Prof. Dr. Abd El-Fattah Hegazy
Professor of Computer Science
Arab Academy for Science ,
Technology & Maritime Transport
Prof. Dr. Mohammed Badr Senousy
Professor of Computer Science
Sadat Academy for Management
Science
Cairo, Egypt
2011
viii
LLIISSTT OOFF TTAABBLLEESS
Table 4.1 The Four MBTI Personality Types and Preferences ..…………………………....3399
Table 4.2 16 Personality Types of the Myers-Briggs ……………...……..………………....4400
Table 5.1 16 Personality Types Number …..……………………………………………………………………...... 5522
Table 5.2 Learning Styles and Learning Activities ……….………………..…….…...5566
ix
LLIISSTT OOFF FFIIGGUURREESS
E-Learning Challenges……………………………………………...4 FFIIGG 22..11
ADDIE Model ……………………………………..………………...5 FFIIGG 22..22
Morrison, Ross and Kemp Model ………………………………..…………………………....……....88 FFIIGG 22..33
Learner Perception Model ……………………………………..……………………………………............1100 FFIIGG 22..44
Factors Affect E-Learner Perceptions……………………...……..11 FFIIGG 22..55
The Adaptation Concept ………………...……………………..….13 FFIIGG 22..66
Learning Style Models …………………………………….......…...17 FFIIGG 33..11
Learning Style in E-Learning Environment …………………......25 FFIIGG 33..22
User Model with the Personality Type …………….……....…..….27 FFIIGG 33..33
General Structure Of Each Chapter in An Adaptive
Course………………………………………………………….........29
FFIIGG 33..44
A Meta-Model for Supporting Adaptive Courses in
LMS……………………………………………………………....…30
FFIIGG 33..55
Use Case Diagram of Module…………………………………..….31 FFIIGG 33..66
Phases in Developing Personalized E-Learning Systems
…………………………………………………………………....….32
FFIIGG 33..77
Learner Flowchart in Adaptive E-Learning Using the Learning
Styles………………………………………………………...…...…..34
FFIIGG 33..88
Extensions of the LMS Architecture for Providing Adaptive
Courses…………………………………………………………..…..37
FFIIGG 33..99
Adaptive Course for a Learner's with Different Learning Styles
…………………………………………………………………...…..37
FFIIGG 33..1100
Proposed User Model with the Personality Type…………..…..…41 FFIIGG 44..11
Use Case Diagram for Adaptive E-Learning Proposed Systems
……………………………………………………………………..…42
FFIIGG 44..22
Sequence Diagram for Adaptive E-Learning Proposed Systems
……………………………………………………………………….42
FFIIGG 44..33
The Proposed Adaptation Features …………………..…………...43 FFIIGG 44..44
ADDIE Model Phases ……………………………………...….…...44 FFIIGG 44..55
Example of LAMS Activities………………………………..…..….46 FFIIGG 44..66
Sequence Management Tools …………………………...…..……..47 FFIIGG 44..77
Branching Object in LAMS ……………………………….…..…..48 FFIIGG 44..88
Branching Tool Authoring ……………………………………...…49 FFIIGG 44..99
Partcipants' Learning Styles …………………………….…..….…51 FFIIGG 55..11
Learning Styles & Communication Tool …………………..…. ….53 FFIIGG 55..22
x
Learning Styles & Learning Approaches ……………….………...54 FFIIGG 55..33
Learning Styles & Execises ……………………………..….……....55 FFIIGG 55..44
Learning Styles & Assignments ………………….…………..……55 FFIIGG 55..55
Designing The Proposed Model in LAMS …………………......….57 Fig 5.6
Implementing The Proposed Model in LAMS ………….………...57 FFIIGG 55..77
Create Learning Styles Conditions in LAMS ………………...…..59 FFIIGG 55..88
Creating Introduction Branching in LAMS ……………...……....60 FFIIGG 55..99
Example of Mindmap for Sequential Learners …………….….....60 FFIIGG 55..1100
Creating Content Branching in LAMS ………………….…....…..61 FFIIGG 55..1111
Example of Extravert Rescource List Content ……………….......61 FFIIGG 55..1122
Example of Introvert Rescource List Content ……………….…...62 FFIIGG 55..1133
Creating Assignment Branching in LAMS ………………...……..62 FFIIGG 55..1144
Multiple Choice Questions Example of Judger Assignment
……………………………………………………………………..…63
FFIIGG 55..1155
Text Example of Judger Assignment …………………………..….63 FFIIGG 55..1166
Multiple Choice Questions Example of Perciever Assignment
…………………………………………………………...……..……64
FFIIGG 55..1177
Text Example of Perciever Assignment ………………….……….64 FFIIGG 55..1188
Creating Exercises Branching In LAMS ………………………....65 FFIIGG 55..1199
Example of Feeler Exercise……………………………….……..…65 FFIIGG 55..2200
Example of Feeler Exercise Report …………………….………....66 FFIIGG 55..2211
Example of Feeler Exercise Correctness ……………….…..…..…66 FFIIGG 55..2211
Example of Thinker Exercise ……………………………….....…..67 FFIIGG 55..2233
Example of Thinker Exercise Report ……………………….....….67 FFIIGG 55..2244
Example of Thinker Exercise Correctness ……………….…....….68 FFIIGG 55..2255
Learner Login ………………………………………………..…..…68 FFIIGG 55..2266
Learner's Progress Bar ……………………………………...……..69 FFIIGG 55..2277
xi
LLIISSTT OOFF AABBBBRREEVVIIAATTIIOONNSS
AES Adaptive E-Learning System
CMS Content Management System
FSLSM Felder Silverman Learning Style Model
LAMS Learning Activity Management System
LMS Learning Management System
LO Learning Object
LST Learning Style Test
MBTI Myers brigs Type Indicator
MOE Ministry of Education
NELC National E-Learning Centre of Egypt
SCU Supreme Council of Universities
VAK Visual- Auditory- Kinesthetic
VARK Visual- Aural- Read/Write-Kinesthetic
VLE Virtual Learning Environment
i
"Do deeds! Allah will see your deeds, and (so will) His
Messenger and the believers. And you will be brought back to
the All-Knower of the unseen and the seen. Then He will inform
you of what you used to do." (Surah At-Taubah: 105)
ii
ACKNOWLEDGEMENTS
In the name of Allah, the Most Gracious and the Most Merciful
I would like to express my gratitude to Allah for providing me the strengths and
blessings to complete this work.
Special appreciation goes to my supervisor Prof. Dr. Abdel Fattah Hegazy for his
supervision and constant support. I also owe Prof. Dr. Mohammed Badr Senousy
great thanks for his encouragement and guidance throughout the thesis work. Without
his feedbacks, this thesis wouldn't have been delivered.
Saving the best for last, I wish to give my heartfelt gratitude to my family for their
encouragement and support throughout the course of my studies.
Finally, I offer my regards and blessings to my friends, colleagues and to all of those
who supported me in any respect during the completion of the thesis.
Thanks to all,
Nouran M. Radwan
iii
PPUUBBLLIISSHHEEDD WWOORRKK
1- Hegazy , A., Radwan , N., Investigating Learner Perceptions, Preferences and
Adaptation of E-Learning Services in Egypt , International Conference on Education
and Management Technology, ICEMT 2010, P.167-173, Egypt, Cairo, November
2010.
iv
AABBSSTTRRAACCTT
E-Learning Management Systems allow instructors to create, deliver, and manage
components for e-courses. They provide the same materials to all learners regardless
of individual differences. However, the students may have different preferences,
goals, backgrounds, knowledge levels and learning capabilities. These individual
differences affect the learning process and are the reason why some learners find it
easy to learn in a particular course, where others find the same course difficult. The
adaptive e-learning system can overcome the problems of conventional e-learning and
offer learning materials that depends upon learners' characteristics and needs.
The Thesis discusses the Development and implementation of an adaptive e-
learning system based on the learner’s learning styles system diversity using LMS
(Learning Management System) called Learning Activity Management Systems
(LAMS). The Learning Management System of LAMS provides a variety of features
to support teachers in creating and managing e-courses. The adaptive e-learning
system will take into account MBTI learning styles model as a basis of adaptation. All
four dimensions of the MBTI model have been used to provide a personalized e-
learning materials including introduction, contents, assignments, Exercises through the
LAMS learning environment. This adaptive e-learning system will present course
materials in different ways depending on the learner’s learning styles.
This work present a model of an adaptive E-learning System based on MBTI
Learning Style Model to present adaptive courses to e- learners. Several patterns
discovered where learners with different learning style showed significantly different
preferences in e-learning environment. These results seem to be important in order to
provide courses that include features which fit to different learning styles. By using
LAMS to implement the proposed model, teachers can continue using the advantages of
LMSs and learners can additionally benefit from adaptive courses.
v
TABLE OF CONTENTS
TITLE PAGE
LIST OF TABLES ..................................................................................................................VIII
LIST OF FIGURES ....................................................................................................................IX
LIST OF ABBREVIATIONS........................................................................................................XI
Chapter 1: Introduction
1.1 Motivations ...….………………………………………………………………….......1
1.2 Thesis Objectives ………………………………………………………….…….........1
1.3 Research Methodology………………………………………………………………..2
1.4 Thesis Organization ……………………………...……….…..……………….…......2
Chapter 2: Literature Review
2.1 Educational Networking .………………………………………………………....... 3
2.2. E-Learning ...……………………………….……………………………………….. 3
2.2.1 E-Learning Challenges ………………………………………………….………4
2.2.2 E-Learning Tools …..……….………………………………………….………..4
2.2.3 Instructional Design E-Learning Models ………….…………………..…….…5
2.2.4 E-Learning Styles ………………………………………………………………..9
2.3 Online Learning Management Systems ………………………………………..…...9
2.4 E-Learner .……….………………...…………...........................................................10
2.5 E-Learning in Egypt ……….………………...……………………………………...11
2.6 Adaptation and Personalization in E-Learning ……….………………...………...13
vi
Chapter 3: E-Learning and Learning Styles
3.1 Introduction to Learning Styles ……….………………...…………………….…..16
3.1.1. Common Models of Learning Style…………..……...…………………….…..17
3.1.2 Learning Style Test…………..……...…………………….………………….....21
3.1.3 Benefits of Recognizing Learning Styles…...…………………….………….....21
3.2 Learners' Learning Styles……......………………………………………………..………………………………..……………………..........2222
3.3 Learning Styles in E-Learning……......……………………………………..………………………………..……………………..........2233
3.3.1 Learning Styles in E-Learning Environment……….……………….………...24
3.3.2 Learning Paths in Open Source E-Learning Environments…...……….….....26
3.4 User Model with the Personality Type ……......…………..............................................…………..……………………..........2277
3.5 A Meta-Model for Supporting Adaptive Courses in Learning Management
Systems……......…………………………………………………………………………………………………………..…………..………………......…………..............2288
3.6 Module For Studying of Learning Styles …………………………....…………………………..……………………............3311
3.7 Personalization based on e-learning styles ……………………....……....……………………..……………………............3322
3.8 Adaptive e-learning systems Using Learning Styles………………………………………………..........................3333
3.9 Learning Management Systems Architecture For Providing Adaptive Courses
………………………………………………………………………………………………………………………………………………………………………………………… 3366
Chapter 4: Proposed Model
4.1 Proposed Model Overview……………………….…….……...………………........38
4.2 The Proposed User Model………………….…….……...………………..................40
4.3 The Proposed System Mechanism ………………………….…..………..................42
4.4 Adaptation Features…………………….………………...………………................43
4.5 ADDIE Model …………………….…….………………...………………................44
4.6 LAMS (Learning Activity Management System) …………..………………..…………..…………..........................4455
4.7 Implementing Learning Paths in LAMS…………………………………..………48
4.7.1 Branching Tool Authoring ……………………………………………………48
4.7.2 Branching Selection ……………………………………………………………49
vii
Chapter 5: Implementation and Case Study
5.1 Introduction...….……….…….……............................................................................50
5.2 Case Study…….……….…….…….............................................................................50
5.2.1 Analysis and Results…………..………………..…………..…………............................................................................................................5511
5.2.2 Learning Styles Analysis Results...................................................................................................................5522
5.3 Driven Results from Case Study……..………………………………......................................................................................................556
5.4 Implementation of the Proposed Model in LAMS……..............................................................................................557
5.4.1 MBTI Test……......................................................................................................588
5.4.2 Learning Session…….............................................................................................60
5.5 Simulation of the Proposed Model in LAMS (Learner's View)…………..........................................6688
Chapter 6: Conclusion and Future Work
6.1 Conclusion……..............................................................................................................70
6.2 Future Work……..........................................................................................................73
References………………………………………………………………………………..74
Appendix…………………………………………………………………………………78