ABSTRACT
This presents a formal description of a personalized e-learning system, a pedagogically sound approach to adaptively composing and personalizing the access of learning content in tertiary institutions.
A mathematical model for the profiling of learners to determine their learning style based on the Honey and Mumford Learning Style Questionnaire (LSQ) was developed.
Based on the mathematical model, the software for the Web-based e-Learning System was designed using the three-tier client-server systems architecture.
This thesis presents the main components which perform the functions of personalized learning materials to meet individual learner’s learning requirements based on their learning style.
Furthermore, related in the areas of learning theories, learning styles, e-learning was reviewed. The thesis also presented the model, system design, and formal description of personalized e-learning systems. Subsequently, the architectural design was implemented using the Apache Wamp Server, MySQL, and PHP web technology tools.
Lastly, the work recommended among other things the of a well-maintained computer network infrastructure that will allow tutors and learners to easily compose and access learning content.
While also suggesting that further research be carried out on how to integrate the of Ontology and Semantic web into the system to improve its automation.
TABLE OF CONTENTS
Cover Page……………………………………………………………………..i
Title Page………………………………………………………………………ii
Declaration……………………………………………………………………..iii
Certification……………………………………………………………………iv
Dedication………………………………………………………………………v
Acknowledgment……………………………………………………………..vi
Abstract………………………………………………………………………….vii
Table of Content……………………………………………………………….viii
List of Tables…………………………………………………………………..xi
List of Figures………………………………………………………………….xii
Glossary ……………………………………………………………………….xiii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study………………………………………………..1
1.2 Motivation…………………………………………………….…………3
1.3 Objectives………………………………………………………..………4
1.4 Methodology…………………………………………………..…………5
1.5 Contribution of the study to knowledge…………………………………………….5
1.6 Organisation of the thesis ………………………………………………..6
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction……………………………………………………………….7
2.1 Learning Theories…………………………………………………………7
2.2 Learning Styles Definition and Concepts…………………………………9
2.3 Review of Learning Styles Models……………………………………….17
2.3.1 Flexibly stable learning preferences…………………………………18
2.3.2 Honey and Mumford’s learning styles………………………………23
2.4 Trends in the Use of Computers in Education…………………………….25
2.5 Electronic Learning (E-Learning)…………………………………………27
2.6 Mobile Learning (M-Learning)……………………………………………28
2.7 Personalized E-Learning Systems…………………………………………30
CHAPTER THREE: SYSTEM MODELING, ANALYSIS, AND DESIGN
3.1 Design considerations…………………………………………………….. 33
3.2 Mathematical model of the web-based personalized e-learning system….. 36
3.3 Content Development Model …………………………………………….. 38
3.4 Modeling and Design Architecture of the System………………………… 42
3.4.1 The software architecture for the web-based
Personalized e-learning system……………………………………. 43
3.4.1.1 Presentation Layer………………………………………… 43
3.4.1.2 Middleware…………………………………………………44
3.4.1.3 Data Layer…………………………………………………. 44
3.4.2 Component Communication and Data Flow Model………………. 46
3.5 Database Model…………………………………………………………… 49
CHAPTER FOUR: SYSTEM REQUIREMENT AND IMPLEMENTATION
4.1 System Requirement………………………………………………………….. 52
4.2 System Technology…………………………………………………………… 53
4.3 System Implementation………………………………………………………. 54
4.3.1 Home Page……………………………………………………………. 54
4.3.2 Tutor login……………………………………………………………. 55
4.3.3 Tutor Registration…………………………………………………….. 55
4.3.4 Student login………………………………………………………….. 56
4.3.5 Student Registration…………………………………………………… 56
4.3.6 Pre-Test……………………………………………………………….. 56
4.3.7 Add Learning Materials………………………………………………. 56
4.3.8 Edit Learning Material…………………………………………………60
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary………………………………………………………………………61
5.2 Conclusion…………………………………………………………………….61
5.3 Recommendations……………………………………………………………..62
5.4 Further Research……………………………………………………………….62
Reference………………………………………………………………………63
INTRODUCTION
1.1 Background of the Study
Higher education history in is amazing as the country now has more than one hundred and fifty tertiary institutions made up of universities, polytechnics, and colleges of education (federal, state, and privately owned).
As students’ enrolment into these institutions increases and government base funding for education decreases, the use of technology becomes more attractive to both administrators and instructors.
In addition, a large percentage of courses (if not all) offered at the post-secondary institutions are in traditional, face-to-face lecture format.
However, a new model of instruction follows the client-centered philosophy of business. This emphasizes a student-centered approach to instruction. Active, Collaborative, and Personalised learning are central principles to this instructional paradigm.
Within this model, the traditional role of the lecturer changes significantly. The nature of the traditional student-teacher relationship is also transformed. The lecturer becomes the guide on the side or a facilitator of learning with the primary goal of meeting students’ needs while providing instruction flexibly.
This student-centered model promotes the use of technology, particularly the development of a distributed e-learning environment and the creation of web-based courses or programs.
REFERENCES
Adewale.O.S., and O.C. Agbonifo (2007). Internet-Based Collaborative and Distance Education System. The Journal of Computer Science and its Application, 14, (1), 86-96.
Adewale.O.S. (2007). University Digital Libraries: Adaptive, Personalised E-Learning System, Yerimah Prints, Akure pp. 101-186.
Adewale O. S. (2006), University digital libraries: an invitation for teaching, research and service, Adeyemo publishing house, pp. 163.
Amstrong T. (1994), multiple intelligences in the classroom, Association for Supervision and Curriculum Development, Alexandria, Va.
Aniebonam M.C. and Owei V. (2003);” Improving Human Capital Development in Africa through effective Distance Education (How emerging technologies can Help technical education in African Economics). Proceedings of the Nigerian Computer Society, 14 (1), 71-79.
Awieriale, P. E. O. (2004) Teaching & Learning A Pedagogical Approach, Olive Publisher City.
Belenky M. F., Clinchy B. M., Goldberger N. R. and Tarule, J. M. (1986), Women’s Ways of Knowing: the Development of Self, Voice, and Mind, Basic Books, New York.
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