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College of Computing and Information Technology

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Submitted By:

Nouran M. Radwan Hussein

A Thesis Submitted in Partial

Fulfillment of the Requirements for the Master's Degree in

Information System

Under the Supervision of:

Prof. Dr. Abd El-Fattah Hegazy

Professor of Computer Science

Arab Academy for Science ,

Technology & Maritime Transport

Prof. Dr. Mohammed Badr Senousy

Professor of Computer Science

Sadat Academy for Management

Science

Cairo, Egypt

2011

viii

LLIISSTT OOFF TTAABBLLEESS

Table 4.1 The Four MBTI Personality Types and Preferences ..…………………………....3399

Table 4.2 16 Personality Types of the Myers-Briggs ……………...……..………………....4400

Table 5.1 16 Personality Types Number …..……………………………………………………………………...... 5522

Table 5.2 Learning Styles and Learning Activities ……….………………..…….…...5566

ix

LLIISSTT OOFF FFIIGGUURREESS

E-Learning Challenges……………………………………………...4 FFIIGG 22..11

ADDIE Model ……………………………………..………………...5 FFIIGG 22..22

Morrison, Ross and Kemp Model ………………………………..…………………………....……....88 FFIIGG 22..33

Learner Perception Model ……………………………………..……………………………………............1100 FFIIGG 22..44

Factors Affect E-Learner Perceptions……………………...……..11 FFIIGG 22..55

The Adaptation Concept ………………...……………………..….13 FFIIGG 22..66

Learning Style Models …………………………………….......…...17 FFIIGG 33..11

Learning Style in E-Learning Environment …………………......25 FFIIGG 33..22

User Model with the Personality Type …………….……....…..….27 FFIIGG 33..33

General Structure Of Each Chapter in An Adaptive

Course………………………………………………………….........29

FFIIGG 33..44

A Meta-Model for Supporting Adaptive Courses in

LMS……………………………………………………………....…30

FFIIGG 33..55

Use Case Diagram of Module…………………………………..….31 FFIIGG 33..66

Phases in Developing Personalized E-Learning Systems

…………………………………………………………………....….32

FFIIGG 33..77

Learner Flowchart in Adaptive E-Learning Using the Learning

Styles………………………………………………………...…...…..34

FFIIGG 33..88

Extensions of the LMS Architecture for Providing Adaptive

Courses…………………………………………………………..…..37

FFIIGG 33..99

Adaptive Course for a Learner's with Different Learning Styles

…………………………………………………………………...…..37

FFIIGG 33..1100

Proposed User Model with the Personality Type…………..…..…41 FFIIGG 44..11

Use Case Diagram for Adaptive E-Learning Proposed Systems

……………………………………………………………………..…42

FFIIGG 44..22

Sequence Diagram for Adaptive E-Learning Proposed Systems

……………………………………………………………………….42

FFIIGG 44..33

The Proposed Adaptation Features …………………..…………...43 FFIIGG 44..44

ADDIE Model Phases ……………………………………...….…...44 FFIIGG 44..55

Example of LAMS Activities………………………………..…..….46 FFIIGG 44..66

Sequence Management Tools …………………………...…..……..47 FFIIGG 44..77

Branching Object in LAMS ……………………………….…..…..48 FFIIGG 44..88

Branching Tool Authoring ……………………………………...…49 FFIIGG 44..99

Partcipants' Learning Styles …………………………….…..….…51 FFIIGG 55..11

Learning Styles & Communication Tool …………………..…. ….53 FFIIGG 55..22

x

Learning Styles & Learning Approaches ……………….………...54 FFIIGG 55..33

Learning Styles & Execises ……………………………..….……....55 FFIIGG 55..44

Learning Styles & Assignments ………………….…………..……55 FFIIGG 55..55

Designing The Proposed Model in LAMS …………………......….57 Fig 5.6

Implementing The Proposed Model in LAMS ………….………...57 FFIIGG 55..77

Create Learning Styles Conditions in LAMS ………………...…..59 FFIIGG 55..88

Creating Introduction Branching in LAMS ……………...……....60 FFIIGG 55..99

Example of Mindmap for Sequential Learners …………….….....60 FFIIGG 55..1100

Creating Content Branching in LAMS ………………….…....…..61 FFIIGG 55..1111

Example of Extravert Rescource List Content ……………….......61 FFIIGG 55..1122

Example of Introvert Rescource List Content ……………….…...62 FFIIGG 55..1133

Creating Assignment Branching in LAMS ………………...……..62 FFIIGG 55..1144

Multiple Choice Questions Example of Judger Assignment

……………………………………………………………………..…63

FFIIGG 55..1155

Text Example of Judger Assignment …………………………..….63 FFIIGG 55..1166

Multiple Choice Questions Example of Perciever Assignment

…………………………………………………………...……..……64

FFIIGG 55..1177

Text Example of Perciever Assignment ………………….……….64 FFIIGG 55..1188

Creating Exercises Branching In LAMS ………………………....65 FFIIGG 55..1199

Example of Feeler Exercise……………………………….……..…65 FFIIGG 55..2200

Example of Feeler Exercise Report …………………….………....66 FFIIGG 55..2211

Example of Feeler Exercise Correctness ……………….…..…..…66 FFIIGG 55..2211

Example of Thinker Exercise ……………………………….....…..67 FFIIGG 55..2233

Example of Thinker Exercise Report ……………………….....….67 FFIIGG 55..2244

Example of Thinker Exercise Correctness ……………….…....….68 FFIIGG 55..2255

Learner Login ………………………………………………..…..…68 FFIIGG 55..2266

Learner's Progress Bar ……………………………………...……..69 FFIIGG 55..2277

xi

LLIISSTT OOFF AABBBBRREEVVIIAATTIIOONNSS

AES Adaptive E-Learning System

CMS Content Management System

FSLSM Felder Silverman Learning Style Model

LAMS Learning Activity Management System

LMS Learning Management System

LO Learning Object

LST Learning Style Test

MBTI Myers brigs Type Indicator

MOE Ministry of Education

NELC National E-Learning Centre of Egypt

SCU Supreme Council of Universities

VAK Visual- Auditory- Kinesthetic

VARK Visual- Aural- Read/Write-Kinesthetic

VLE Virtual Learning Environment

i

"Do deeds! Allah will see your deeds, and (so will) His

Messenger and the believers. And you will be brought back to

the All-Knower of the unseen and the seen. Then He will inform

you of what you used to do." (Surah At-Taubah: 105)

ii

ACKNOWLEDGEMENTS

In the name of Allah, the Most Gracious and the Most Merciful

I would like to express my gratitude to Allah for providing me the strengths and

blessings to complete this work.

Special appreciation goes to my supervisor Prof. Dr. Abdel Fattah Hegazy for his

supervision and constant support. I also owe Prof. Dr. Mohammed Badr Senousy

great thanks for his encouragement and guidance throughout the thesis work. Without

his feedbacks, this thesis wouldn't have been delivered.

Saving the best for last, I wish to give my heartfelt gratitude to my family for their

encouragement and support throughout the course of my studies.

Finally, I offer my regards and blessings to my friends, colleagues and to all of those

who supported me in any respect during the completion of the thesis.

Thanks to all,

Nouran M. Radwan

iii

PPUUBBLLIISSHHEEDD WWOORRKK

1- Hegazy , A., Radwan , N., Investigating Learner Perceptions, Preferences and

Adaptation of E-Learning Services in Egypt , International Conference on Education

and Management Technology, ICEMT 2010, P.167-173, Egypt, Cairo, November

2010.

iv

AABBSSTTRRAACCTT

E-Learning Management Systems allow instructors to create, deliver, and manage

components for e-courses. They provide the same materials to all learners regardless

of individual differences. However, the students may have different preferences,

goals, backgrounds, knowledge levels and learning capabilities. These individual

differences affect the learning process and are the reason why some learners find it

easy to learn in a particular course, where others find the same course difficult. The

adaptive e-learning system can overcome the problems of conventional e-learning and

offer learning materials that depends upon learners' characteristics and needs.

The Thesis discusses the Development and implementation of an adaptive e-

learning system based on the learner’s learning styles system diversity using LMS

(Learning Management System) called Learning Activity Management Systems

(LAMS). The Learning Management System of LAMS provides a variety of features

to support teachers in creating and managing e-courses. The adaptive e-learning

system will take into account MBTI learning styles model as a basis of adaptation. All

four dimensions of the MBTI model have been used to provide a personalized e-

learning materials including introduction, contents, assignments, Exercises through the

LAMS learning environment. This adaptive e-learning system will present course

materials in different ways depending on the learner’s learning styles.

This work present a model of an adaptive E-learning System based on MBTI

Learning Style Model to present adaptive courses to e- learners. Several patterns

discovered where learners with different learning style showed significantly different

preferences in e-learning environment. These results seem to be important in order to

provide courses that include features which fit to different learning styles. By using

LAMS to implement the proposed model, teachers can continue using the advantages of

LMSs and learners can additionally benefit from adaptive courses.

v

TABLE OF CONTENTS

TITLE PAGE

LIST OF TABLES ..................................................................................................................VIII

LIST OF FIGURES ....................................................................................................................IX

LIST OF ABBREVIATIONS........................................................................................................XI

Chapter 1: Introduction

1.1 Motivations ...….………………………………………………………………….......1

1.2 Thesis Objectives ………………………………………………………….…….........1

1.3 Research Methodology………………………………………………………………..2

1.4 Thesis Organization ……………………………...……….…..……………….…......2

Chapter 2: Literature Review

2.1 Educational Networking .………………………………………………………....... 3

2.2. E-Learning ...……………………………….……………………………………….. 3

2.2.1 E-Learning Challenges ………………………………………………….………4

2.2.2 E-Learning Tools …..……….………………………………………….………..4

2.2.3 Instructional Design E-Learning Models ………….…………………..…….…5

2.2.4 E-Learning Styles ………………………………………………………………..9

2.3 Online Learning Management Systems ………………………………………..…...9

2.4 E-Learner .……….………………...…………...........................................................10

2.5 E-Learning in Egypt ……….………………...……………………………………...11

2.6 Adaptation and Personalization in E-Learning ……….………………...………...13

vi

Chapter 3: E-Learning and Learning Styles

3.1 Introduction to Learning Styles ……….………………...…………………….…..16

3.1.1. Common Models of Learning Style…………..……...…………………….…..17

3.1.2 Learning Style Test…………..……...…………………….………………….....21

3.1.3 Benefits of Recognizing Learning Styles…...…………………….………….....21

3.2 Learners' Learning Styles……......………………………………………………..………………………………..……………………..........2222

3.3 Learning Styles in E-Learning……......……………………………………..………………………………..……………………..........2233

3.3.1 Learning Styles in E-Learning Environment……….……………….………...24

3.3.2 Learning Paths in Open Source E-Learning Environments…...……….….....26

3.4 User Model with the Personality Type ……......…………..............................................…………..……………………..........2277

3.5 A Meta-Model for Supporting Adaptive Courses in Learning Management

Systems……......…………………………………………………………………………………………………………..…………..………………......…………..............2288

3.6 Module For Studying of Learning Styles …………………………....…………………………..……………………............3311

3.7 Personalization based on e-learning styles ……………………....……....……………………..……………………............3322

3.8 Adaptive e-learning systems Using Learning Styles………………………………………………..........................3333

3.9 Learning Management Systems Architecture For Providing Adaptive Courses

………………………………………………………………………………………………………………………………………………………………………………………… 3366

Chapter 4: Proposed Model

4.1 Proposed Model Overview……………………….…….……...………………........38

4.2 The Proposed User Model………………….…….……...………………..................40

4.3 The Proposed System Mechanism ………………………….…..………..................42

4.4 Adaptation Features…………………….………………...………………................43

4.5 ADDIE Model …………………….…….………………...………………................44

4.6 LAMS (Learning Activity Management System) …………..………………..…………..…………..........................4455

4.7 Implementing Learning Paths in LAMS…………………………………..………48

4.7.1 Branching Tool Authoring ……………………………………………………48

4.7.2 Branching Selection ……………………………………………………………49

vii

Chapter 5: Implementation and Case Study

5.1 Introduction...….……….…….……............................................................................50

5.2 Case Study…….……….…….…….............................................................................50

5.2.1 Analysis and Results…………..………………..…………..…………............................................................................................................5511

5.2.2 Learning Styles Analysis Results...................................................................................................................5522

5.3 Driven Results from Case Study……..………………………………......................................................................................................556

5.4 Implementation of the Proposed Model in LAMS……..............................................................................................557

5.4.1 MBTI Test……......................................................................................................588

5.4.2 Learning Session…….............................................................................................60

5.5 Simulation of the Proposed Model in LAMS (Learner's View)…………..........................................6688

Chapter 6: Conclusion and Future Work

6.1 Conclusion……..............................................................................................................70

6.2 Future Work……..........................................................................................................73

References………………………………………………………………………………..74

Appendix…………………………………………………………………………………78