Abstract
This monograph focuses on developing methods for constructing learning paths in terms of “learning resources,” “learning approaches,” and “learning quality” to support student learning. To find out a model that helps teachers to design teaching approaches, we define different teaching approaches for learning activities and organize them into a learning path, which indicates the learning sequence of different learning activities. And to find out the appropriate learning resources, we automatically generate well-structured learning resources from loosely connected Web resources.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
B. Bloom, M. Englehart, E. Furst, W. Hill, D. Krathwohl, Taxonomy of Educational Objectives: Handbook I: The Cognitive Domain (David McKay & Co., Inc., New York, 1956)
C. Conati, A. Gertner, K. Vanlehn, Using Bayesian networks to manage uncertainty in student modeling. User Model. User-Adap. Inter. 12(4), 371–417 (2002)
C. Chen, C. Liu, M. Chang, Personalized curriculum sequencing using modified item response theory for web-based instruction. Expert Syst. Appl. 30(2), 378–396 (2006)
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2017 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Yang, F., Dong, Z. (2017). Conclusion and Prospect. In: Learning Path Construction in e-Learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-10-1944-9_9
Download citation
DOI: https://doi.org/10.1007/978-981-10-1944-9_9
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-1943-2
Online ISBN: 978-981-10-1944-9
eBook Packages: EducationEducation (R0)