Publications
Search

Publications :: Search

Knowledge Maps in Open Learning Environments: An Evaluation from Learners’ Perspectives

Show publication

On this page you see the details of the selected publication.

    Publication properties
    Title: Knowledge Maps in Open Learning Environments: An Evaluation from Learners’ Perspectives
    Rating: (not rated yet)
    Discussion: 0 comments
    Date: 2016
    Publication type: Technical report
    Authors:
    No. First name Last name Show
    1. SEP C
    Bookmark:

    The following keywords have been assigned to this publication so far. If you have logged in, you can tag this publication with additional keywords.

    Keywords
    1. Learning theories
    2. Open Learning
    3. knowledge Maps

    If you log in you can tag this publication with additional keywords

    A publication can refer to another publication (outgoing references) or it can be referred to by other publications (incoming references).

    Incoming References
    No incoming references have been assigned to this publication yet.
    Outgoing References
    No outgoing references have been assigned to this publication yet.

    If you log in you can add references to other publications

    A publication can be assigned to a conference, a journal or a school.

    Venue
    Faculty of Science and Information Technology, The University of Newcastle, Callaghan, Australia

    Abstract

    This paper presents a study that looks at ways to support learners in open learning environments by applying cognitive science and learning theories. Open learning is a form of online learning that allows learning materials and courses to be freely available on the Internet and accessible to anyone who is interested. The focus in this paper is the presentation of learning contents. Based on the concept of schema theory, the knowledge map has been chosen to organise and present learning contents. The aim is to support learners for self-regulated learning by providing a full encapsulation for course contents to help them, especially novice learners, to conceptualise the domain and the structure of the course. A prototype has been developed and piloted on a group of IT students. The students’ perspectives on the use of the knowledge maps and how they affect their learning have been collected through two surveys. A total of 49 surveys have been collected and reported in this paper. The result is promising and an indication of the likely success of such an approach.