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learning systems</title> <meta name="description" content="Search results for: web-based learning systems"> <meta name="keywords" content="web-based learning systems"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="web-based learning systems"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15652</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: web-based learning systems</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15652</span> Using the Semantic Web Technologies to Bring Adaptability in E-Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Faiza%20Ahmed">Fatima Faiza Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Farrukh%20Hussain"> Syed Farrukh Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The last few decades have seen a large proportion of our population bending towards e-learning technologies, starting from learning tools used in primary and elementary schools to competency based e-learning systems specifically designed for applications like finance and marketing. The huge diversity in this crowd brings about a large number of challenges for the designers of these e-learning systems, one of which is the adaptability of such systems. This paper focuses on adaptability in the learning material in an e-learning course and how artificial intelligence and the semantic web can be used as an effective tool for this purpose. The study proved that the semantic web, still a hot topic in the area of computer science can prove to be a powerful tool in designing and implementing adaptable e-learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning" title="adaptable e-learning">adaptable e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=HTMLParser" title=" HTMLParser"> HTMLParser</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20extraction" title=" information extraction"> information extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/77268/using-the-semantic-web-technologies-to-bring-adaptability-in-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15651</span> Using Implicit Data to Improve E-Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Slah%20Alsaleh">Slah Alsaleh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the recent years and with popularity of internet and technology, e-learning became a major part of majority of education systems. One of the advantages the e-learning systems provide is the large amount of information available about the students' behavior while communicating with the e-learning system. Such information is very rich and it can be used to improve the capability and efficiency of e-learning systems. This paper discusses how e-learning can benefit from implicit data in different ways including; creating homogeneous groups of student, evaluating students' learning, creating behavior profiles for students and identifying the students through their behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=implicit%20data" title=" implicit data"> implicit data</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20behavior" title=" user behavior"> user behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a> </p> <a href="https://publications.waset.org/abstracts/5070/using-implicit-data-to-improve-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15650</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15649</span> Using LMS as an E-Learning Platform in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alhawiti">Mohammed Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment of Learning Management Systems has been of less importance than its due share. This paper investigates the evaluation of learning management systems (LMS) within educational setting as both an online learning system as well as a helpful tool for multidisciplinary learning environment. This study suggests a theoretical e-learning evaluation model, studying a multi-dimensional methods for evaluation through LMS system, service and content quality, learner`s perspective and attitudes of the instructor. A survey was conducted among 105 e-learners. The sample consisted of students at both undergraduate and master’s levels. Content validity, reliability were tested through the instrument, Findings suggested the suitability of the proposed model in evaluation for the satisfaction of learners through LMS. The results of this study would be valuable for both instructors and users of e-learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=LMS" title=" LMS"> LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20systems" title=" management systems"> management systems</a> </p> <a href="https://publications.waset.org/abstracts/26447/using-lms-as-an-e-learning-platform-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15648</span> Analyzing the Quality of Cloud-Based E-Learning Systems on the Perception of the Learners and the Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20W.%20C.%20Devindi">R. W. C. Devindi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20M.%20Buddika%20Harshanath"> S. M. Buddika Harshanath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is a widely used technology for learning in the modern world. With the pandemic situation the popularity of using e-learning has been increased in a larger capacity. The e-learning educational systems require software resources as well as hardware usually but it is hard for most of the education institutions to afford those resources. Also with the massive user load e-learning has to broaden the server side resources as well. Therefore, in the present cloud computing was implemented in order to make the e – learning systems more efficient. The researcher has analyzed the quality of the e-learning systems on the perception of the learners and the teachers with the aid of hypothesis and has given the analyzed results and the discussion in this report. Therefore, the future research will be able to get some steps to increase the quality of the online learning systems furthermore. In the case of e-learning, quality assurance and cost effectiveness are essential. A complex quality assurance system is used in the stated project. There are no well-defined standard evaluation measures in this field. As a result, accurately assessing the e-learning system's overall quality is challenging. The researcher has done the analysis with the aid of standard methods and software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS%E2%80%93learning%20management%20system" title="LMS–learning management system">LMS–learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=SPSS%E2%80%93statistical%20package%20for%20social%20sciences%20%28software%29" title=" SPSS–statistical package for social sciences (software)"> SPSS–statistical package for social sciences (software)</a>, <a href="https://publications.waset.org/abstracts/search?q=eigen%20value" title=" eigen value"> eigen value</a>, <a href="https://publications.waset.org/abstracts/search?q=hypothesis" title=" hypothesis"> hypothesis</a> </p> <a href="https://publications.waset.org/abstracts/153644/analyzing-the-quality-of-cloud-based-e-learning-systems-on-the-perception-of-the-learners-and-the-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15647</span> Students’ Perception of E-Learning Systems at Hashemite University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneer%20Abbad">Muneer Abbad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In search of better, traditional learning universities have expanded their ways to deliver knowledge and integrate cost effective e-learning systems. Universities’ use of information and communication technologies has grown tremendously over the last decade. To ensure efficient use of the e-learning system, this project aimed to evaluate the good and bad practices, detect errors and determine areas for further improvements in usage. This project critically evaluated the students’ perception of the e-learning system and recommended changes to improve students’ e-learning usage, through conducting questionnaire given to the students that have experience with e-learning systems. Results of the study indicated that, in general, students have favourable perceptions toward using the e-learning system. They seemed to value the resources tool and its contribution to building their knowledge more than other e-learning tools. However, they seemed to perceive a limited value from the audio or video podcasts. This study has shown that technology acceptance is the most variable, factor that contributes to students’ perception and satisfaction of the e-learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/15384/students-perception-of-e-learning-systems-at-hashemite-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15646</span> On the Problems of Human Concept Learning within Terminological Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farshad%20Badie">Farshad Badie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The central focus of this article is on the fact that knowledge is constructed from an interaction between humans’ experiences and over their conceptions of constructed concepts. Logical characterisation of ‘human inductive learning over human’s constructed concepts’ within terminological systems and providing a logical background for theorising over the Human Concept Learning Problem (HCLP) in terminological systems are the main contributions of this research. This research connects with the topics ‘human learning’, ‘epistemology’, ‘cognitive modelling’, ‘knowledge representation’ and ‘ontological reasoning’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20concept%20learning" title="human concept learning">human concept learning</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20construction" title=" concept construction"> concept construction</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20construction" title=" knowledge construction"> knowledge construction</a>, <a href="https://publications.waset.org/abstracts/search?q=terminological%20systems" title=" terminological systems"> terminological systems</a> </p> <a href="https://publications.waset.org/abstracts/54379/on-the-problems-of-human-concept-learning-within-terminological-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54379.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15645</span> Cognitive Footprints: Analytical and Predictive Paradigm for Digital Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Vicario">Marina Vicario</a>, <a href="https://publications.waset.org/abstracts/search?q=Amadeo%20Arg%C3%BCelles"> Amadeo Argüelles</a>, <a href="https://publications.waset.org/abstracts/search?q=Pilar%20G%C3%B3mez"> Pilar Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Hern%C3%A1ndez"> Carlos Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the Computer Research Network of the National Polytechnic Institute of Mexico proposes a paradigmatic model for the inference of cognitive patterns in digital learning systems. This model leads to metadata architecture useful for analysis and prediction in online learning systems; especially on MOOc's architectures. The model is in the design phase and expects to be tested through an institutional of courses project which is going to develop for the MOOc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20footprints" title="cognitive footprints">cognitive footprints</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=predictive%20learning" title=" predictive learning"> predictive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning" title=" digital learning"> digital learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20computing" title=" educational computing"> educational computing</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20informatics" title=" educational informatics"> educational informatics</a> </p> <a href="https://publications.waset.org/abstracts/29913/cognitive-footprints-analytical-and-predictive-paradigm-for-digital-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15644</span> State of the Art on the Recommendation Techniques of Mobile Learning Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nassim%20Dennouni">Nassim Dennouni</a>, <a href="https://publications.waset.org/abstracts/search?q=Yvan%20Peter"> Yvan Peter</a>, <a href="https://publications.waset.org/abstracts/search?q=Luigi%20Lancieri"> Luigi Lancieri</a>, <a href="https://publications.waset.org/abstracts/search?q=Zohra%20Slama"> Zohra Slama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this article is to make a bibliographic study on the recommendation of mobile learning activities that are used as part of the field trip scenarios. Indeed, the recommendation systems are widely used in the context of mobility because they can be used to provide learning activities. These systems should take into account the history of visits and teacher pedagogy to provide adaptive learning according to the instantaneous position of the learner. To achieve this objective, we review the existing literature on field trip scenarios to recommend mobile learning activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=field%20trip" title=" field trip"> field trip</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning%20activities" title=" mobile learning activities"> mobile learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20filtering" title=" collaborative filtering"> collaborative filtering</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendation%20system" title=" recommendation system"> recommendation system</a>, <a href="https://publications.waset.org/abstracts/search?q=point%20of%20interest" title=" point of interest"> point of interest</a>, <a href="https://publications.waset.org/abstracts/search?q=ACO%20algorithm" title=" ACO algorithm"> ACO algorithm</a> </p> <a href="https://publications.waset.org/abstracts/48290/state-of-the-art-on-the-recommendation-techniques-of-mobile-learning-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48290.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15643</span> Learners and Teachers Experiences in Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bengi%20Sonyel">Bengi Sonyel</a>, <a href="https://publications.waset.org/abstracts/search?q=Kheder%20Kasem"> Kheder Kasem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays technology is growing so fast. Everybody agrees that technology should be enhanced more in educational field in order to achieve maximum level of teaching and learning effectiveness. Collaborative learning is one of the most important subjects that have been discussed widely in the last 20 years. In this growing of technology and the widely spread of e-learning systems most of face-to-face processes are changing to be completely online base. Online collaborative learning considered one of the new feature that applied recently in some e-Learning systems but still there are much differences between face-to-face instance of collaborative learning and what really occur and happen in networked online environment.In this research we will compare face-to-face collaborative learning with online collaborative learning to define the key success for achieving course’s outcomes. We will also study the current teachers and students experience in today e-Learning systems, more specifically in online collaborative system and study them interaction to today’s technology that related to education. We will apply quantitative and qualitative research method in order to get accurate results. Finally we will gather all of our findings, analyze it and try to find the advantages and disadvantages as well as the current problems and possible solutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20by%20doing" title=" learning by doing"> learning by doing</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%20experiences" title=" learners experiences"> learners experiences</a> </p> <a href="https://publications.waset.org/abstracts/32642/learners-and-teachers-experiences-in-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">525</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15642</span> A Study of Various Ontology Learning Systems from Text and a Look into Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Al-Aswadi">Fatima Al-Aswadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chan%20Yong"> Chan Yong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the large volume of unstructured data that increases day by day on the web, the motivation of representing the knowledge in this data in the machine processable form is increased. Ontology is one of the major cornerstones of representing the information in a more meaningful way on the semantic Web. The goal of Ontology learning from text is to elicit and represent domain knowledge in the machine readable form. This paper aims to give a follow-up review on the ontology learning systems from text and some of their defects. Furthermore, it discusses how far the ontology learning process will enhance in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concept%20discovery" title="concept discovery">concept discovery</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology%20learning" title=" ontology learning"> ontology learning</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20relation" title=" semantic relation"> semantic relation</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/63156/a-study-of-various-ontology-learning-systems-from-text-and-a-look-into-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">522</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15641</span> Two Different Learning Environments: Arabic International Students Coping with the Australian Learning System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20van%20Rensburg">H. van Rensburg</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Adcock"> B. Adcock</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Al%20Mansouri"> B. Al Mansouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the impact of pedagogical and learning differences on Arabic international students’ (AIS) learning when they come to study in Australia. It describes the difference in teaching and learning methods between the students’ home countries in the Arabic world and Australia. There are many research papers that discuss the general experiences of international students in the western learning systems, including Australia. However, there is little research conducted specifically about AIS learning in Australia. Therefore, the data was collected through in-depth, semi-structured interviews with AIS who are learning at an Australian regional university in Queensland. For that reason, this paper contributes to fill a gap by reporting on the learning experiences of AIS in Australia and, more specifically, on the AIS’ pedagogical experiences. Not only discussing the learning experiences of AIS, but also discussing the cultural adaptation using the Oberg’s cultural adaptation model. This paper suggests some learning strategies that may benefit AIS and academic lecturers when teaching students from a completely different culture and language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arabic%20international%20students" title="arabic international students">arabic international students</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20adaption" title=" cultural adaption"> cultural adaption</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20differences" title=" learning differences"> learning differences</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20systems" title=" learning systems"> learning systems</a> </p> <a href="https://publications.waset.org/abstracts/18759/two-different-learning-environments-arabic-international-students-coping-with-the-australian-learning-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18759.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">604</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15640</span> Web Application for Evaluating Tests in Distance Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bogdan%20Walek">Bogdan Walek</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20Bradac"> Vladimir Bradac</a>, <a href="https://publications.waset.org/abstracts/search?q=Radim%20Farana"> Radim Farana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distance learning systems offer useful methods of learning and usually contain final course test or another form of test. The paper proposes web application for evaluating tests using expert system in distance learning systems. Proposed web application is appropriate for didactic tests or tests with results for subsequent studying follow-up courses. Web application works with test questions and uses expert system and LFLC tool for test evaluation. After test evaluation the results are visualized and shown to student. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty" title=" uncertainty"> uncertainty</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy" title=" fuzzy"> fuzzy</a>, <a href="https://publications.waset.org/abstracts/search?q=expert%20system" title=" expert system"> expert system</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/39354/web-application-for-evaluating-tests-in-distance-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">486</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15639</span> The Use of Learning Management Systems during Emerging the Tacit Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ercan%20Eker">Ercan Eker</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammer%20Karaman"> Muhammer Karaman</a>, <a href="https://publications.waset.org/abstracts/search?q=Akif%20Aslan"> Akif Aslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hakan%20Tanrikuluoglu"> Hakan Tanrikuluoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deficiency of institutional memory and knowledge management can result in information security breaches, loss of prestige and trustworthiness and the worst the loss of know-how and institutional knowledge. Traditional learning management within organizations is generally handled by personal efforts. That kind of struggle mostly depends on personal desire, motivation and institutional belonging. Even if an organization has highly motivated employees at a certain time, the institutional knowledge and memory life cycle will generally remain limited to these employees’ spending time in this organization. Having a learning management system in an organization can sustain the institutional memory, knowledge and know-how in the organization. Learning management systems are much more needed especially in public organizations where the job rotation is frequently seen and managers are appointed periodically. However, a learning management system should not be seen as an organizations’ website. It is a more comprehensive, interactive and user-friendly knowledge management tool for organizations. In this study, the importance of using learning management systems in the process of emerging tacit knowledge is underlined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20systems" title=" learning management systems"> learning management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=tacit%20knowledge" title=" tacit knowledge"> tacit knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20memory" title=" institutional memory"> institutional memory</a> </p> <a href="https://publications.waset.org/abstracts/40419/the-use-of-learning-management-systems-during-emerging-the-tacit-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15638</span> Intelligent Adaptive Learning in a Changing Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Valentis">G. Valentis</a>, <a href="https://publications.waset.org/abstracts/search?q=Q.%20Berthelot"> Q. Berthelot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays the trend to develop ever more intelligent and autonomous systems often takes its inspiration in the living beings on Earth. Some simple isolated systems are able, once brought together, to form a strong and reliable system. When trying to adapt the idea to man-made systems it is not possible to include in their program everything the system may encounter during its life cycle. It is, thus, necessary to make the system able to take decisions based on other criteria such as its past experience, i.e. to make the system learn on its own. However, at some point the acquired knowledge depends also on environment. So the question is: if system environment is modified, how could the system respond to it quickly and appropriately enough? Here, starting from reinforcement learning to rate its decisions, and using adaptive learning algorithms for gain and loss reward, the system is made able to respond to changing environment and to adapt its knowledge as time passes. Application is made to a robot finding an exit in a labyrinth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title="reinforcement learning">reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20network" title=" neural network"> neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20systems" title=" autonomous systems"> autonomous systems</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20learning" title=" adaptive learning"> adaptive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=changing%20environment" title=" changing environment"> changing environment</a> </p> <a href="https://publications.waset.org/abstracts/13941/intelligent-adaptive-learning-in-a-changing-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15637</span> An Ontology for Smart Learning Environments in Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michail%20Stefanidakis"> Michail Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, despite the great advances in technology, most educational frameworks lack a strong educational design basis. E-learning has become prevalent, but it faces various challenges such as student isolation and lack of quality in the learning process. An intelligent learning system provides a student with educational material according to their learning background and learning preferences. It records full information about the student, such as demographic information, learning styles, and academic performance. This information allows the system to be fully adapted to the student’s needs. In this paper, we propose a framework and an ontology for music education, consisting of the learner model and all elements of the learning process (learning objects, teaching methods, learning activities, assessment). This framework can be integrated into an intelligent learning system and used for music education in schools for the development of professional skills and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/153256/an-ontology-for-smart-learning-environments-in-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15636</span> Applications of AI, Machine Learning, and Deep Learning in Cyber Security </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hailyie%20Tekleselase">Hailyie Tekleselase</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deep learning is increasingly used as a building block of security systems. However, neural networks are hard to interpret and typically solid to the practitioner. This paper presents a detail survey of computing methods in cyber security, and analyzes the prospects of enhancing the cyber security capabilities by suggests that of accelerating the intelligence of the security systems. There are many AI-based applications used in industrial scenarios such as Internet of Things (IoT), smart grids, and edge computing. Machine learning technologies require a training process which introduces the protection problems in the training data and algorithms. We present machine learning techniques currently applied to the detection of intrusion, malware, and spam. Our conclusions are based on an extensive review of the literature as well as on experiments performed on real enterprise systems and network traffic. We conclude that problems can be solved successfully only when methods of artificial intelligence are being used besides human experts or operators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20security" title=" cyber security"> cyber security</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a> </p> <a href="https://publications.waset.org/abstracts/124424/applications-of-ai-machine-learning-and-deep-learning-in-cyber-security" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15635</span> Recommender Systems for Technology Enhanced Learning (TEL)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hailah%20Alballaa">Hailah Alballaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Azeddine%20Chikh"> Azeddine Chikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several challenges impede the adoption of Recommender Systems for Technology Enhanced Learning (TEL): to collect and identify possible datasets; to select between different recommender approaches; to evaluate their performances. The aim is of this paper is twofold: First, it aims to introduce a survey on the most significant work in this area. Second, it aims at identifying possible research directions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=datasets" title="datasets">datasets</a>, <a href="https://publications.waset.org/abstracts/search?q=content-based%20filtering" title=" content-based filtering"> content-based filtering</a>, <a href="https://publications.waset.org/abstracts/search?q=recommender%20systems" title=" recommender systems"> recommender systems</a>, <a href="https://publications.waset.org/abstracts/search?q=TEL" title=" TEL"> TEL</a> </p> <a href="https://publications.waset.org/abstracts/7040/recommender-systems-for-technology-enhanced-learning-tel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15634</span> An Approach to Integrate Ontologies of Open Educational Resources in Knowledge Base Management Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Firas%20A.%20Al%20Laban">Firas A. Al Laban</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Chabi"> Mohamed Chabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sammani%20Danwawu%20Abdullahi"> Sammani Danwawu Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are a real needs to integrate types of Open Educational Resources (OER) with an intelligent system to extract information and knowledge in the semantic searching level. Those needs raised because most of current learning standard adopted web based learning and the e-learning systems does not always serve all educational goals. Semantic Web systems provide educators, students, and researchers with intelligent queries based on a semantic knowledge management learning system. An ontology-based learning system is an advanced system, where ontology plays the core of the semantic web in a smart learning environment. The objective of this paper is to discuss the potentials of ontologies and mapping different kinds of ontologies; heterogeneous or homogenous to manage and control different types of Open Educational Resources. The important contribution of this research is to approach a methodology uses logical rules and conceptual relations to map between ontologies of different educational resources. We expect from this methodology to establish for an intelligent educational system supporting student tutoring, self and lifelong learning system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20systems" title="knowledge management systems">knowledge management systems</a>, <a href="https://publications.waset.org/abstracts/search?q=ontologies" title=" ontologies"> ontologies</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources "> open educational resources </a> </p> <a href="https://publications.waset.org/abstracts/27021/an-approach-to-integrate-ontologies-of-open-educational-resources-in-knowledge-base-management-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15633</span> Technological Affordances: Guidelines for E-Learning Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clement%20Chimezie%20Aladi">Clement Chimezie Aladi</a>, <a href="https://publications.waset.org/abstracts/search?q=Itamar%20Shabtai"> Itamar Shabtai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A review of the literature in the last few years reveals that little attention has been paid to technological affordances in e-learning designs. However, affordances are key to engaging students and enabling teachers to actualize learning goals. E-learning systems (software and artifacts) need to be designed in such a way that the features facilitate perceptions of the affordances with minimal cognition. This study aimed to fill this gap in the literature and encourage further research in this area. It provides guidelines for facilitating the perception of affordances in e-learning design and advances Technology Affordance and Constraints Theory by incorporating the affordance-based design process, the principles of multimedia learning, e-learning design philosophy, and emotional and cognitive affordances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20affrodances" title=" technology affrodances"> technology affrodances</a>, <a href="https://publications.waset.org/abstracts/search?q=affordance%20based%20design" title=" affordance based design"> affordance based design</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20design" title=" e-learning design"> e-learning design</a> </p> <a href="https://publications.waset.org/abstracts/176036/technological-affordances-guidelines-for-e-learning-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15632</span> Social Semantic Web-Based Analytics Approach to Support Lifelong Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Halimi">Khaled Halimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassina%20Seridi-Bouchelaghem"> Hassina Seridi-Bouchelaghem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to describe how learning analytics approaches based on social semantic web techniques can be applied to enhance the lifelong learning experiences in a connectivist perspective. For this reason, a prototype of a system called <em>SoLearn</em> (Social Learning Environment) that supports this approach. We observed and studied literature related to lifelong learning systems, social semantic web and ontologies, connectivism theory, learning analytics approaches and reviewed implemented systems based on these fields to extract and draw conclusions about necessary features for enhancing the lifelong learning process. The semantic analytics of learning can be used for viewing, studying and analysing the massive data generated by learners, which helps them to understand through recommendations, charts and figures their learning and behaviour, and to detect where they have weaknesses or limitations. This paper emphasises that implementing a learning analytics approach based on social semantic web representations can enhance the learning process. From one hand, the analysis process leverages the meaning expressed by semantics presented in the ontology (relationships between concepts). From the other hand, the analysis process exploits the discovery of new knowledge by means of inferring mechanism of the semantic web. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connectivism" title="connectivism">connectivism</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20semantic%20web" title=" social semantic web"> social semantic web</a> </p> <a href="https://publications.waset.org/abstracts/100850/social-semantic-web-based-analytics-approach-to-support-lifelong-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15631</span> A Knowledge-As-A-Service Support Framework for Ambient Learning in Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucy%20W.%20Mburu">Lucy W. Mburu</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Karanja"> Richard Karanja</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20N.%20Mwendia"> Simon N. Mwendia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over recent years, learners have experienced a constant need to access on demand knowledge that is fully aligned with the paradigm of cloud computing. As motivated by the global sustainable development goal to ensure inclusive and equitable learning opportunities, this research has developed a framework hinged on the knowledge-as-a-service architecture that utilizes knowledge from ambient learning systems. Through statistical analysis and decision tree modeling, the study discovers influential variables for ambient learning among university students. The main aim is to generate a platform for disseminating and exploiting the available knowledge to aid the learning process and, thus, to improve educational support on the ambient learning system. The research further explores how collaborative effort can be used to form a knowledge network that allows access to heterogeneous sources of knowledge, which benefits knowledge consumers, such as the developers of ambient learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actionable%20knowledge" title="actionable knowledge">actionable knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=ambient%20learning" title=" ambient learning"> ambient learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20trees" title=" decision trees"> decision trees</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20as%20a%20service" title=" knowledge as a service"> knowledge as a service</a> </p> <a href="https://publications.waset.org/abstracts/116915/a-knowledge-as-a-service-support-framework-for-ambient-learning-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116915.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15630</span> Finding Elves in Play Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chloe%20L.%20Southern">Chloe L. Southern</a> </p> <p class="card-text"><strong>Abstract:</strong></p> If play is deemed to fulfill children’s social, emotional, and physical domains, as well as satisfy their natural curiosity and promote self-reflexivity, it is difficult to understand why play is not prioritized to the same extent for older children. This paper explores and discusses the importance of play-based learning as well as the preliminary implications beyond the realm of kindergarten. To further extend the inquiry, discussions pertaining to play-based learning are looked at through the lens of relevant methodologies and theories. Different education systems are looked at in certain areas of the world that lead to curiosities not only towards their play-based practices and curriculum but what ideologies they have that set them apart. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21%CB%A2%E1%B5%97%20century%20learning" title="21ˢᵗ century learning">21ˢᵗ century learning</a>, <a href="https://publications.waset.org/abstracts/search?q=play-based%20learning" title=" play-based learning"> play-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/168445/finding-elves-in-play-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168445.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15629</span> Application of Supervised Deep Learning-based Machine Learning to Manage Smart Homes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Al-Adaileh">Ahmed Al-Adaileh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Renewable energy sources, domestic storage systems, controllable loads and machine learning technologies will be key components of future smart homes management systems. An energy management scheme that uses a Deep Learning (DL) approach to support the smart home management systems, which consist of a standalone photovoltaic system, storage unit, heating ventilation air-conditioning system and a set of conventional and smart appliances, is presented. The objective of the proposed scheme is to apply DL-based machine learning to predict various running parameters within a smart home's environment to achieve maximum comfort levels for occupants, reduced electricity bills, and less dependency on the public grid. The problem is using Reinforcement learning, where decisions are taken based on applying the Continuous-time Markov Decision Process. The main contribution of this research is the proposed framework that applies DL to enhance the system's supervised dataset to offer unlimited chances to effectively support smart home systems. A case study involving a set of conventional and smart appliances with dedicated processing units in an inhabited building can demonstrate the validity of the proposed framework. A visualization graph can show "before" and "after" results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20homes%20systems" title="smart homes systems">smart homes systems</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Markov%20Decision%20Process" title=" Markov Decision Process"> Markov Decision Process</a> </p> <a href="https://publications.waset.org/abstracts/148488/application-of-supervised-deep-learning-based-machine-learning-to-manage-smart-homes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15628</span> Explaining E-Learning Systems Usage in Higher Education Institutions: UTAUT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muneer%20Abbad">Muneer Abbad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explains the e-learning usage in a university in Jordan. Unified theory of acceptance and use of technology (UTAUT) model has been used as a base model to explain the usage. UTAUT is a model of individual acceptance that is compiled mainly from different models of technology acceptance. This research is the initial part from full explanations of the users' acceptance model that use Structural Equation Modelling (SEM) method to explain the users' acceptance of the e-learning systems based on UTAUT model. In this part data has been collected and prepared for further analysis. The main factors of UTAUT model has been tested as different factors using exploratory factor analysis (EFA). The second phase will be confirmatory factor analysis (CFA) and SEM to explain the users' acceptance of e-learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=moodle" title=" moodle"> moodle</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=Unified%20Theory%20of%20Acceptance%20and%20Use%20of%20Technology%20%28UTAUT%29" title=" Unified Theory of Acceptance and Use of Technology (UTAUT)"> Unified Theory of Acceptance and Use of Technology (UTAUT)</a> </p> <a href="https://publications.waset.org/abstracts/58239/explaining-e-learning-systems-usage-in-higher-education-institutions-utaut-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15627</span> On Dialogue Systems Based on Deep Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yifan%20Fan">Yifan Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xudong%20Luo"> Xudong Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Pingping%20Lin"> Pingping Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, dialogue systems increasingly become the way for humans to access many computer systems. So, humans can interact with computers in natural language. A dialogue system consists of three parts: understanding what humans say in natural language, managing dialogue, and generating responses in natural language. In this paper, we survey deep learning based methods for dialogue management, response generation and dialogue evaluation. Specifically, these methods are based on neural network, long short-term memory network, deep reinforcement learning, pre-training and generative adversarial network. We compare these methods and point out the further research directions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20management" title="dialogue management">dialogue management</a>, <a href="https://publications.waset.org/abstracts/search?q=response%20generation" title=" response generation"> response generation</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/129369/on-dialogue-systems-based-on-deep-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15626</span> Challenges and Opportunities of Cloud-Based E-Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kashif%20Laeeq">Kashif Laeeq</a>, <a href="https://publications.waset.org/abstracts/search?q=Zubair%20A.%20Shaikh"> Zubair A. Shaikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paradigm of education is drastically changing from conventional to e-learning model. Due to ease of learning with various other benefits, several educational institutions are adopting the e-learning models. Some institutions are still willing to transform their educational system on to e-learning, but due to limited resources, they are still compromising on the old traditional system. The cloud computing could be one of the best solutions to overcome this problem by providing hardware, software, and infrastructure resources with cost efficient manner. The adoption of cloud computing in education will bring revolution in this paradigm. This paper introduces various positive features of e-learning and presents a way how cloud computing technology can be provisioned e-learning model. This paper also investigates the numerous challenges and opportunities that would be observed in cloud computing adoption in e-learning domain. The concept and knowledge present in this paper may create a new direction of research in the domain of cloud-based e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud-based%20e-learning" title="cloud-based e-learning">cloud-based e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing%20application" title=" cloud computing application"> cloud computing application</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20learning" title=" smart learning"> smart learning</a> </p> <a href="https://publications.waset.org/abstracts/42084/challenges-and-opportunities-of-cloud-based-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">408</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15625</span> Measuring E-Learning Effectiveness Using a Three-Way Comparison</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Montebello">Matthew Montebello</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The way e-learning effectiveness has been notoriously measured within an academic setting is by comparing the e-learning medium to the traditional face-to-face teaching methodology. In this paper, a simple yet innovative comparison methodology is introduced, whereby the effectiveness of next generation e-learning systems are assessed in contrast not only to the face-to-face mode, but also to the classical e-learning modality. Ethical and logistical issues are also discussed, as this three-way approach to compare teaching methodologies was applied and documented in a real empirical study within a higher education institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning%20effectiveness" title="e-learning effectiveness">e-learning effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20modality%20comparison" title=" teaching modality comparison"> teaching modality comparison</a> </p> <a href="https://publications.waset.org/abstracts/60476/measuring-e-learning-effectiveness-using-a-three-way-comparison" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15624</span> Ubiquitous Scaffold Learning Environment Using Problem-based Learning Activities to Enhance Problem-solving Skills and Context Awareness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noppadon%20Phumeechanya">Noppadon Phumeechanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to design the ubiquitous scaffold learning environment using problem-based learning activities that enhance problem-solving skills and context awareness, and to evaluate the suitability of the ubiquitous scaffold learning environment using problem-based learning activities. We divide the research procedures into two phases. The first phase is to design the ubiquitous scaffold learning environment using problem-based learning activities, and the second is to evaluate the ubiquitous scaffold learning environment using problem-based learning activities. The sample group in this study consists of five experts selected using the purposive sampling method. We analyse data by arithmetic mean and standard deviation. The research findings are as follows; the ubiquitous scaffold learning environment using problem-based learning activities consists of three major steps, the first is preparation before learning. This prepares learners to acknowledge details and learn through u-LMS. The second is the learning process, where learning activities happen in the ubiquitous learning environment and learners learn online with scaffold systems for each step of problem solving. The third step is measurement and evaluation. The experts agree that the ubiquitous scaffold learning environment using problem-based learning activities is highly appropriate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning%20environment%20scaffolding" title="ubiquitous learning environment scaffolding">ubiquitous learning environment scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20activities" title=" learning activities"> learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20skills" title=" problem-solving skills"> problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=context%20awareness" title=" context awareness"> context awareness</a> </p> <a href="https://publications.waset.org/abstracts/30647/ubiquitous-scaffold-learning-environment-using-problem-based-learning-activities-to-enhance-problem-solving-skills-and-context-awareness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15623</span> Deep Reinforcement Learning with Leonard-Ornstein Processes Based Recommender System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalil%20Bachiri">Khalil Bachiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Yahyaouy"> Ali Yahyaouy</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicoleta%20Rogovschi"> Nicoleta Rogovschi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improved user experience is a goal of contemporary recommender systems. Recommender systems are starting to incorporate reinforcement learning since it easily satisfies this goal of increasing a user’s reward every session. In this paper, we examine the most effective Reinforcement Learning agent tactics on the Movielens (1M) dataset, balancing precision and a variety of recommendations. The absence of variability in final predictions makes simplistic techniques, although able to optimize ranking quality criteria, worthless for consumers of the recommendation system. Utilizing the stochasticity of Leonard-Ornstein processes, our suggested strategy encourages the agent to investigate its surroundings. Research demonstrates that raising the NDCG (Discounted Cumulative Gain) and HR (HitRate) criterion without lowering the Ornstein-Uhlenbeck process drift coefficient enhances the diversity of suggestions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recommender%20systems" title="recommender systems">recommender systems</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title=" reinforcement learning"> reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=DDPG" title=" DDPG"> DDPG</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonard-Ornstein%20process" title=" Leonard-Ornstein process"> Leonard-Ornstein process</a> </p> <a href="https://publications.waset.org/abstracts/157614/deep-reinforcement-learning-with-leonard-ornstein-processes-based-recommender-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=web-based%20learning%20systems&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=web-based%20learning%20systems&page=3">3</a></li> <li class="page-item"><a class="page-link" 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