Abstract
The paper aims to present an original probabilistic method to creating personalised learning activities and units. The method is based on evaluating learning components suitability to students needs according to their learning styles. In the paper, Felder–Silverman Learning Styles Model and Inquiry Based Learning method suitable to learn Math are used. Expert evaluation method based on Trapezoidal Fuzzy Numbers theory is applied in the research to obtain numerical values of suitability of IBL activities to students learning styles. Personalised learning units should consist of learning components (i.e. learning activities) that are optimal (i.e. the most suitable) to particular students according to their learning styles. Optimal means having the highest suitability index. In the paper, this original probabilistic method is applied to establish probabilistic suitability of IBL activities to particular students.
Highlights
The method is based on evaluating learning components suitability to students needs according to
Expert evaluation method based on Trapezoidal Fuzzy Numbers theory is applied in the research to obtain numerical values
learning units should consist of learning components
Summary
Mokomoji veikla šiame darbe yra suprantama, kaip bet kuri mokomojo proceso dalis, taikant tam tikrus mokomuosius metodus. Mokomųjų veiklų ir modulių kokybė yra suprantama kaip jų atitikimas konkrečių besimokančiųjų poreikiams. Kad gauti tyrinėjimais grįsto mokymosi veiklų tinkamumo besimokančiųjų mokymosi stiliams skaitines reikšmes [4], tyrime yra taikomas ekspertinio vertinimo metodas, grįstas trapecijos neraiškiųjų skaičių teorija [5, 7]. Šis metodas yra grindžiamas mokomųjų komponentų tinkamumo besimokantiesiems vertinimu pagal jų mokymosi stilius, taikant ekspertinio kokybės vertinimo metodą, grįstą trapecijos neraiškiųjų skaičių teorija [5, 7]. Straipsnį sudaro įvadas (1 skyrius), tyrimo metodika (2 skyrius), Felder– Silverman mokymosi stilių modelio ir tyrinėjimais grįsto mokymosi veiklų aprašymas (3 skyrius), mokomųjų veiklų tinkamumo besimokantiesiems rodiklio nustatymo metodas (4 skyrius) ir išvados (5 skyrius)
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