Abstract
The recent advances in web-based educational technology, is providing diverse needs of e-learner and revolutionized the process of learning. However, how to enrich the student’s understandability and stimulate the learning behavior towards cognitive learning beyond simple lookup is still remaining as open research issue. To facilitate the effective learning process the technology has numerous ways of providing pedagogical assistance. The course content description based on the dimensions of psychological factors and Bloom’s taxonomy can help in presenting course material so as to reduce cognitive load and to influence the effective learning style. This paper examines various cognitive strategies and resource description metadata in a course-based learning environment. Finally, the researcher proposed an ontology-based metadata for modeling the course contents of web-based learning environment that supports cognitive prerequisites of the learner.
Highlights
Most of the existing research is concentrated on how to build better educational resources, how to deliver the contents as per the preferences and context of the learner
The cognitive learning style (CLS) defines characteristics of the student learning process [11], In order to model the course content ontology we have considered the mental perspectives of the learner’s learning style
The ontological representation of the proposed Cognitive Resource Description Metadata with Core Classes and Relations is as shown in Figure 3, which helps for structuring course contents to improve the understanding level and cognitive skills of the learner
Summary
Most of the existing research is concentrated on how to build better educational resources, how to deliver the contents as per the preferences and context of the learner. The mechanism to improve the understanding level and cognitive skills of learner remains as open issue. The recent web-based developments have led to reconsider the learning style research in adaptive e-learning systems [3], so as to improve the thinking skills of learner. In technology enhanced learning the integration of pedagogical strategies in an adaptive educational system leads to positive effects on the learning process and performance of the student. The main requirement of providing comprehensive support to students learning experience is: the description of learning resources with pedagogical support and cognitive oriented metadata. The proposed course content structure ontology synthesizes a number of pedagogical and instructional strategies to facilitate better understanding and improve cognitive skills of the learner. Ontological framework based on cognitive dimension for modeling the course contents
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