Enhancing Personalization and Learner Engagement in Context-aware Learning Environment - Pedagogical and Technological Perspective.

Autor/in	Mayeku, Betty
Titel	Enhancing Personalization and Learner Engagement in Context-aware Learning Environment - Pedagogical and Technological Perspective.
Quelle	Göttingen: Niedersächsische Staats- und Universitätsbibliothek Göttingen (2015), 164 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Göttingen, Georg-August Universität, Diss., 2015.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:gbv:7-11858/00-1735-0000-0023-963F-8-1
Schlagwörter	Pädagogik; Lernender; Lernumgebung; Technologie; Engagement; Dissertation; Personalisierung
Abstract	Context-aware technologies promise great potential in technology enhanced learning (TEL). However, as transformation arises in educational set up as a result of the use of context-aware technologies, so is the challenge emerging of applying sound pedagogical foundation when employing these technologies. Furthermore, despite the fact that context-aware systems offer potential to cater for different learners´ needs, how to provide a learning experience tailored to each learner´s needs in an extremely diverse and rich environment still poses a challenge. In addition, although the notion of adaptation as utilized by context-aware technologies enhances learning experience, it has also been criticized for the lack of learner involvement which is a crucial component in achieving effective learning. In an attempt to address these challenges, the first goal of this study was to formulate a pedagogical framework that could offer a platform for the integration of pedagogy and technology in a context-aware learning environment (CALE). The second goal was to enhance personalization by exploring the internal dimensional context. In particular, the study examined the use of learning preferences as context. The scope of personalization covered in this thesis was on social personalization. Specifically, learners´ sociological preferences were considered as a basis for achieving social personalization. The third goal was to enhance learner engagement at both individual level and in a collaborative environment. In order to achieve this, context-aware recommendation approach was explored with the aim of involving learners through decision making. Social personalization and small-group collaborative learning approach were investigated. Specifically, sociological preference similarity strategy was used as a basis for group formation. Another method used was structuring the learning activity flow based on Kolb´s experiential learning model with an extension on the active experimentation phase. This approach was intended to ensure learner involvement at both individual and collaborative level. The fourth goal of the study was to implement a personalized and engaging context-aware learning environment (PECALE). PECALE was implemented within the CALE pedagogical framework formulated in the first goal. The results of the experiment showed that the study´s approach had a positive impact on learner engagement in terms of learner participation, individual performance and group performance. This work and its findings may provide useful insights for conducting further research in the area of context-aware learning, personalized learning, learner engagement, small-group collaborative learning and group composition. The CALE pedagogical framework developed may be significant to developers of CALEs and instructors who use these environments. (Orig.)
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2016/2