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Learning Styles-Based Adaptive Online Learning Environment and How it Affects Students' Participation
A.Noor Nisha
Pages: 1-9 | First Published: 05 Jul 2024
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Abstract
Designing suitable adaptable e-learning environments helps to personalise training to reinforce learning goals since adaptive e-learning is seen as stimulus to enhance learning and improve student engagement. This work aims to investigate how students' involvement is affected by an adaptable e-learning environment that is designed according to their learning styles. Additionally, this study aims to describe and contrast the suggested adaptive e-learning environment with a traditional e- learning methodology. The following combined research approaches were utilised to examine the impact and form the basis of the paper: The adaptive e-learning environment is designed using a development approach, and the research experiment is carried out using a quasi- experimental research design. The following behavioural and affective components of engagement are measured by the student engagement scale: skills, performance, emotions, participation/interaction, and skills.

References

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[2]. approaches and strategies used in adaptive hypermedia. 6(2-3): 87-129 in User Modelling and User Adapted Interaction.P. Brusilovsky (2017) (2017)
[3]. Hypermedia that adapts. 11, 87-110. User Modelling and User Adapted Interaction.Sohn, B. (2017)
[4]. Primary and secondary education in Korea and e-learning. 2(3), 6-9. KERIS Korea Education & Research Information Service.
[5] Jones, M. G., & Gilbert (2018). Online education is e-normous. Perspectives on Electricity, 26(3), 66–82.
[6] B. H. Khan (2018). Managing e-learning includes planning, executing, assessing, and assessing again. Information Science Publishing, Hershey, Pennsylvania.
[7] Grant, A.; Lai, K.; Pratt, K. (2018). Review of the literature on the state of the art and current developments in open, flexible, and distant learning. University of Otago, Dunedin, New Zealand: School of Education.
[8] Polyson, S., & Saltzbert, S. (2018). Internet-based distance education. 9(1) Syllabus, 10–12.
[9] T. J. Miles-Board (2019). Everything worked together: an online platform for associative writing. Doctoral dissertation, University of Southampton, Southampton, not published.Kay, J. (2019)
[10] student authority. 11(1-2), 111-127; User Modelling and User Adapted Interaction.
[11] Oppermann, Rashev, & Kinshuk (July 14–16, 2020). The learning system's adaptability and adaptivity. Presentation given at Knowledge Transfer in London, United Kingdom.
[12] Magoulas, G. D., Kornilakis, H., & Papanikolaou, Grigoriadou, M. (2020). Customising user experience in an online learning hypermedia system: The INSPIRE example. 13(3), 213-267; User Modelling and User Adapted Interaction.Bennett, C. (2021).
[13] Individual variations and educators' perspectives on them. 70(2) The Social Studies, 56–61.
[14] W. B. James & W. E. Blank (2021). Examine and comment on the adult learning tools that are currently accessible. Using cognitive learning styles in D. Flannery (Ed.), pp. 47–58. Berkeley, CA: Jossey-Bass. McLoughlin, C. (2021).

NDLI: A Gateway to Lifelong Learning in Higher Education
A Shanmugam, K. Rubavthi, N. Manoharan
Pages: 10-17 | First Published: 05 Jul 2024
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Abstract
By making a wide range of educational resources freely accessible, the National Digital Library of India (NDLI) is transforming lifelong learning in higher education. This article examines how NDLI empowers educators, students, and lifelong learners by providing digital content in a range of subject areas, such as research papers, multimedia resources, and textbooks. NDLI fosters skill development at many phases of life and improves possibilities for continuous learning through its user-friendly platform and vast resource collection. By encouraging innovation, bridging the knowledge gap, and supporting flexible learning pathways, the integration of NDLI into higher education makes high-quality education available to everyone. Higher education institutions can foster a culture of lifelong learning and equip students for a world that is changing quickly by utilizing the potential of NDLI. This article examines how NDLI is promoting a culture of lifelong learning and revolutionizing higher education. It explores how the platform may help people at different phases of their academic and professional paths, facilitate self-paced learning, and improve academic performance. Higher education institutions can enable students to remain relevant in a world that is becoming more competitive and dynamic by utilizing digital resources like NDLI.
Keywords: Lifelong learning, higher education, National Digital Library of India (NDLI), digital learning platforms, Academic performance, online education, digital resources, self-paced learning, ongoing learning, skill development, flexible learning, and knowledge accessibility.

References

  1. National Digital Library of India (NDLI). (n.d.). National Digital Library of India – A digital knowledge resource. Retrieved from https://ndl.iitkgp.ac.in/

  2. Overview of NDLI: The National Digital Library of India (NDLI) is a comprehensive virtual repository developed by the Indian Institute of Technology Kharagpur and sponsored by the Ministry of Education. It provides access to over 35 million educational resources spanning schools, universities,

  3. Role During COVID-19: NDLI played a critical role during the COVID-19 pandemic by launching initiatives like the Study at Home service, which provided curated resources for students and researchers.

  4. Sharma, P., & Kaur, H. (2020). The role of digital libraries in promoting lifelong learning: A study on NDLI. International Journal of Educational Research, 45(2), 112-124.

  5.  Gupta, R., & Singh, A. (2021). Digital transformation of education in India: The impact of NDLI on higher education. Journal of Higher Education Studies, 33(4), 59-74.

  6.  Mishra, S., & Banerjee, P. (2019). Lifelong learning and the digital divide: How NDLI bridges educational gaps in India. Educational Technology & Society, 22(3), 85-98.