In this paper we present advances of a case study designed to determine which student behaviors are more informative when classifying LMS’s users according to their learning style. This case study represents the first step towards developing a mechanism for automatic detection of learning styles in LMS, which takes into account behavioral, affective and performance patterns. The contribution of...

Anders als bei der Hochschulausbildung, wo die Effizienz der akademischen Lehre kontinuierlich evaluiert wird [M003] und schon traditionell für jeden Studenten Lernfortschritt und -abschluss mit einer Reihe von Prüfungsterminen dokumentiert werden, fehlt bei der beruflichen Weiterbildung meist die Zeit zur Vorbereitung darauf. Für komplexe Weiterbildungsmaßnahmen (Blended Learning, weitere Term...

Learning management systems (LMS) are very successful in e-education but provide only little adaptivity. Adapting courses to the needs of individual learners such as to their learning styles improves the learning progress of learners. However, a requirement for providing adaptivity is to know the needs of learners. In this paper, we describe an approach that enables LMS to identify the learning...

Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Mana...

The objective of this paper is to open a discussion within the workshop regarding the particularities of recommendations in the eLearning domain. In particular, in the context of learning management systems (LMS) that support inclusive scenarios, we aim to discuss the utility of an authoring tool for teachers to manage the recommendations provided by the LMS to students. The objective of this t...

— Nowadays High Education process is mainly centered in the pupil learning skills, and his/her improvements tracking. The adequate use of some Learning Management Systems (LMS) tools simplifies this task. Most universities provide a LMS, which has this functionality. Nevertheless, these tools rarely include all assessment possibilities, usually depending on the kind of matter and its objectives...

The recent development in learning technologies leads to emerge many learning management systems (LMS). In this study, we concentrate on the specifications and characteristics of LMSs. Furthermore, this paper emphasizes on the feature of e-learning management systems. The features take on the account main indicators to assist and evaluate the quality of e-learning systems. The proposed indicato...

In this paper we apply the concept of “the long tail” (Anderson, 2006) to teaching and learning tools to discuss how the limitations of current Learning Management Systems (LMS) can be overcome to allow instructors to customize the technology they use to support their own classroom practices. Learning tools in the long tail are those that are widely used by a subset of instructors tools specifi...

Many universities have adopted Learning Management Systems (LMSs) to offer teachers a range of pedagogical and administrative tools for supporting teaching and learning activities. However, many teachers have diffi‐ culty using these LMSs; they have to encompass the LMS technical features and services in order to understand the underlying way of designing. Despite the use of external editors, i...

In this paper, we are providing a study on the issue of interoperating Learning Management Systems (LMS) and Remote Laboratories, in a seamless integration. This study emphasizes the need to make Remote Laboratories seen as a pedagogical material within the LMS. We are presenting a novel and original approach to make these two kind of platforms (LMS and Remote Laboratory) to communicate under a...