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Stella Lee et al.
Figure 5: One of the key study skill – Note taking skill along with suggested tool to use
5. Discussion
The research reported here relates to the design of a quite significant implementation of an eLearning
system in a pragmatic educational context based on constructive models of learning. The approach
differs in several ways from other approaches we have used in the past. In the first place the
modeling approach is intended to foster a constructive approach to learning. To this end two learning
theories have been employed in the design of the system. Modeling approaches we have used in the
past have been to some extent instructive in that they have been used (Adisen & Barker, 2007;
Adisen, Barker, & Britton, 2004; Barker, Jones, Britton, & Messer, 2002; Brusilovsky, 1998). In the
authors’ opinion, eLearning 2.0 implies self-directed learning and a student taking personal
responsibility for his or her learning. The question remains: how can a system based on a modeling
approach foster constructive rather than instructive learning? The ways that student models have
been used in the past to recommend or prescribe presentation can be seen as fostering instruction
rather than construction of knowledge. Secondly in our approach the model we use relates directly to
the tasks that learners are undertaking and their approaches to them, rather than to models of an
individual learner. Our modeling approach does not attempt to model the characteristics or
knowledge of a learner, but rather models the relationship between the task the learners are
undertaking and the level of confidence, skill and general strategy they are using. The support and
presentation strategy provided for learners is therefore not intended to deliver instruction differentially
based on settings of a student model, but rather is intended to help the learner to construct his or her
own learning path through the material in order to solve a problem or to learn new material related to
a problem. The use of learning theory or cognitive style was previously used in our research to
classify or categorize learners(Barker et al., 2002). In the current approach we have avoided this
method and have instead modeled the tasks and the approaches to solving them that best fits the
needs of an individual learner. In the next stage of the research a full-scale evaluation of the initiative
is currently underway with learners at an online university in Canada. It is hoped to gain an
understanding of how this approach may be of benefit to learners.
References
Adisen, A., & Barker, T. (2007). Supporting the diversity of the ELearning 2.0 learners: The development of a
psychological student model. Paper presented at the E-Learn 2007 Conference, Quebec City, Canada.
Adisen, A., Barker, T., & Britton, C. (2004). Investigating the potential of mental models in adaptive user
modelling. Paper presented at the Proceedings of HCI 2004: Design for Life, Leeds Metropolitan University,
Leeds, UK.
Azevedo, R. (2005). Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of
Self-Regulated Learning. Educational Psychologist, 40(4), 199-209.
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