This document presents research on developing an adaptive e-learning system based on learner diversity in learning styles. It begins with motivations for the research, stating that current e-learning systems do not account for individual differences in how learners learn best. It then discusses the problem statement, background and related work on learning styles and adaptive e-learning. The document outlines the research methodology and proposes a model to develop an adaptive system that takes learning styles into account.

1. A Proposed Model of an Adaptive
E-learning System Based on
Learner’s Learning Styles Diversity
Faculty of Informatics & Computer Science
Arab Academy for Science, Technology and Maritime
Transport
M.Sc. In Information Systems
Academic Supervisors:
Prof. Dr. A. A. Hegazy Prof. Dr. M. Badr Senousy
Submitted by Nouran M. Radwan
April 2011

2. AAcckknnoowwleleddggeemmeenntt
In the name of Allah, tthhee MMoosstt GGrraacciioouuss aanndd
tthhee MMoosstt MMeerrcciiffuull
 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. Abdelfattah Hegazy for his
supervision and constant support. I also owe
Prof. Dr. M. Badr Senousy great thanks for
his constructive comments and Guidance
throughout the thesis works.
 My Thanks to Prof. Dr. Nashet El-Khameesy
and Prof. Dr.Taha el-Areef for agreeing to be
2

3. PPuubblilcicaattioionn
 A. Hegazy , N. Radwan , Investigating Learner Perceptions,
Preferences and Adaptation of E-Learning Services in
Egypt , International Conference on Education and
Management Technology, ICEMT 2010, Egypt, Cairo ,
November 2010 , P.167-173.
3

4. 4
Every single word,
Photo, Action
reflects a
character and it
creates an
impression to every
personality.

5. 5
Different people learn in
different ways. This is the
basis of the study of learning
styles.

6. AAggeennddaa
 Motivations
 Problem Statement
 Background and Related Work
 Research Methodology
 Proposed Model
 Data Analysis and Interpretations
 Implementation
 Conclusion
 Future Work
6

7. MMoottivivaattioionnss
 The learning process is complex and is influenced by
characteristics such as previous knowledge, learning styles,
background, etc. (Herman, 2007)
 These individual differences are the reason why some
learners find it easy to learn in a particular course, whereas
others find the same course difficult. (Graf, 2007)
 In e-learning when the learning style of the learner is not
compatible with the teaching style of the teacher;
difficulties in academic achievement can result. (Hanan
Ettaher Dagez & Khairuddin Hashim,2006)
7

8. There are many e-learning systems, but they provide only the
same materials to all learners regardless of individual
differences.
Current existing conventional E-learning may not fit to all
learners.
(Herman, 2009)
PPrroobblelemm S Sttaatteemmeenntt
8

9. PPrroobblelemm S Sttaatteemmeenntt
 A new generation of learners has grown up with computers
and the Internet. They expect to continue using them in
getting an education. (Lam and Bordia, 2008)
 E- Learning should be adapted to the learning style (LS) to be
effective. (Graf, 2007)
 Adaptive E-Learning System (AES) has the capability to adapt
a course presentation to an individual’s characteristics.
(Herman, 2009)
 Therefore; there is a need to understand learner's learning
style and e-learning preferences .
9

10. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
E-learning
Challenges
E-learning
Challenges
Individual
Characteristics
Course
Challenges
Technological
Challenges
Contextual
Challenges
Depend on: Andersson, A. )
(& Grönlund,, A.,2009 10

11. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
Learning Style
Learning Style: refers to how an individual is able to learn
and remember information.
How do learners learn?
This question has been an area of interest for instructors and
researchers for many years.
(James Pinto, Pin Ng,
& Susan K. Williams,
2008)
11

12. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
 In 1904, Alfred Binet, a French
psychologist, developed the first
intelligence test, which interest in
individual differences.
 In 1907, Dr. Maria Montessor, a
physician in Italy, began using
materials to enhance the learning
styles of her students.
 In 1956, Benjamin Bloom
developed a system known as
Bloom's Taxonomy, which took
another step toward defining
learning-style differences.
 Isabel Myers-Briggs and
Katherine Briggs developed the
Myers-Briggs Type Indicator
(MBTI) in 1962 around theories of
psychologist Carl Jung.
http://www.ehow.com/about_5381758_history-learning-styles.html
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13. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
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http://www.ehow.com/about_5381758_history-learning-styles.html
13

14. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
http://www.creativelearningcentre.com 15

15. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
User Model of Adaptive E-learning System
(Brusilvosky,2002)
17

16. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
User Model with the Personality Type
The main contribution was pointing to the
role of personality in user model. One of the
most findings in this research was that
personality impact learning performance in
.Adaptive e-learning systems
(Amal Al-Dujaily,2007)
MBTI Model
18
The main contribution was pointing to the
role of personality in user model. One of the
most findings in this research was that
personality impact learning performance in
.Adaptive e-learning systems

17. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
General Structure of Each Chapter in An Adaptive Course
This thesis gives an indication for the
effectiveness of providing adaptivity
based on learning styles and shows that
adaptive courses make learning easier for
students.
Graf et al.,2007))
Felder –Silverman Model
Learning Objects
Content
Outlines
Conclusions
Examples
Self-assessment
tests
Exercises
19
This thesis gives an indication for the
effectiveness of providing adaptivity
based on learning styles and shows that
adaptive courses make learning easier for
students.

18. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
Module for Studying of Learning Styles
 Active learners learn by trying things. Reflective learners
learn by thinking through things .
 Sensing learners are concrete, practical. Intuitive learners
are more comfortable with abstractions, innovations.
 Visual learners prefer visual presentation of learning
materials such as pictures, diagrams and flowcharts. Verbal
learners prefer written and spoken explanations.
 Sequential learners learn in incremental steps. Global
learners learn in large leaps.
Daniela Dureva & Georgi Tuparov )
(,2008
, Kolb’s
,Felder-Silverman
, Gardner’s Multiple Intelligence
.Reid Model
Basic characteristics of the
:module
Studying of learners’
preferred e-learning
technologies based on
own questionnaire.
Graphical and verbal
visualization of
determined learning style.
 Personal statistics for
the learner.
20
 Active learners learn by trying things. Reflective learners
learn by thinking through things .
 Sensing learners are concrete, practical. Intuitive learners
are more comfortable with abstractions, innovations.
 Visual learners prefer visual presentation of learning
materials such as pictures, diagrams and flowcharts. Verbal
learners prefer written and spoken explanations.
 Sequential learners learn in incremental steps. Global
learners learn in large leaps.

19. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
learning styles in learning environment
from learner’s point of view
 Students should be encouraged to take
the learning style test and see the results.
 The planning of e-learning with respect to
learning styles is complicated because every
learner’s individual needs can not be taken
into consideration.
 Students should be encouraged to take
the learning style test and see the results.
 The planning of e-learning with respect to
learning styles is complicated because every
learner’s individual needs can not be taken
into consideration.
(Essi Kanninen, 2009)
(VAK (Visual-Auditory-Kinesthetic
Model
Kolb’s learning style Model 21

20. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
Learner Flowchart in
Adaptive E-learning Using
the Learning styles
VAK and Felder-
(Herman, 2009)
Silverman
learning style Model
22

21. BBaacckkggrroouunndd & & R Reelalatteedd W Woorrkk
Adaptive Course for a Learner
The proposed mechanism
combines the advantages of LMS
with those of adaptive learning
systems by enhancing LMS with
.adaptivity
Graf et al., 2010))
Felder –Silverman Model
Adaptive
annotation
Adaptive&
. sorting
Annotations for
LOs:
recommended
.and standard
23
The proposed mechanism
combines the advantages of LMS
with those of adaptive learning
systems by enhancing LMS with
.adaptivity

22. RReesseeaarrcchh M Meetthhooddoolologgyy
 Studying background information about E-learning and
Learning Styles.
 Presenting the related work on adaptive e-learning system
according to learners' learning style.
 Doing an analytical study to find out several patterns about e-learning
preferences that fit different learning style according
to MBTI Model.
 Presenting a model for an adaptive e-learning system based
on learner's learning style diversity.
 Implementation of the proposed model using LMS called
Learning Activity Management Systems (LAMS).
25

23. Research Research M Meetthhooddoolologgyy
MBTI Model dimensions
26
MBTI Learning Style Model
Where they focus to prefer their attention
Extravert Introvert
Focus outwardly. Learn best by
.discussing or doing
Focus inwardly. Learn best by building
.mental models
How to gather and process information
Sensitive Intuitive
Focus on the five senses and
.experiences
Focus on seeing patterns and connecting
meaning to facts.
How to organize information and make Decisions
Thinker Feeler
.Focus on logic, cause and effect Focus on person-centered understanding
.and values
How to come to a conclusion and relate to the world around
Judger Perceiver
.Focus on sticking to a plan Focus on adapting to demands of the
situation.

24. RReesseeaarrcchh M Meetthhooddoolologgyy
 Each dimension is
represented by the
letter in term used
in MBTI theory to
indicate a
preference for one
of the two
dimensions of that
dichotomy. 27

25. RReesseeaarrcchh M Meetthhooddoolologgyy
Why MBTI Model
 MBTI was originally developed to identify people’s personality
type particularly for the education domain
MBTI has been noted as an important instrument by
educational psychologists.
 MBTI has been used to develop a better understanding of the
influences of e-learners’ performance .
 MBTI has been used for developing different teaching
methods for meeting different learners’ learning style.
(Amal Al-Dujaily,2007)
28

26. PPrrooppoosseedd M Mooddeell
Proposed Model with the Personality Type
29

27. PPrrooppoosseedd M Mooddeell
Use Case Diagram for Adaptive E-learning Proposed Systems
30

28. PPrrooppoosseedd M Mooddeell
Proposed Adaptation Features
31

29. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
Case
Study
32

30. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
 An assessment was developed in the form of a test aiming to
gain better knowledge of how learners prefer to learn.
 The participants were 108 persons where 44 persons were
male (41%) and 64 persons (59%) were female. A random
sampling method was used since the participants were university
students from Egypt having different specialization.
 The responders were asked to respond 28 questions to discover
their personality type (MBTI test) and other 12 questions about
some personal information and their preferences in using e-learning.
It was developed and published at kwiksurveys.com.
33

31. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
Case Study
Participants‘ Learning Styles 34

32. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
Case Study: Learning Styles Analysis Results
35

33. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
Case Study: Learning Styles Analysis Result
36

34. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
Case Study
Some Learning Styles Analysis Results
37

35. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
Case Study: Learning Styles Analysis Results
38

36. Data Analysis Data Analysis a anndd I nIntteerrpprreettaattioionnss
Driven Results from Case Study
39

37. Implementation Implementation U Ussiningg L LAAMMSS
40

38. Implementation Implementation U Ussiningg L LAAMMSS
42
Designing the Proposed Model in LAMS
LAMS
(LMS)
-Personali
zation
Designing
Model
Author
Learner
AES
Provide )
learning
materials due
to Learner’s
Learning Styles
(Diversity

39. Implementation Implementation U Ussiningg L LAAMMSS
The Learning Activity
Management System (LAMS) is
an innovative type of LMS
which creates a visual ‘drag-and-
drop’ authoring platform.
43

40. Implementation Implementation U Ussiningg L LAAMMSS
Author’s View
 Learner has to answer the four main sections of MBTI Test.
The system then filters the learning paths for each learner
according to the results of the questionnaire (Test) to present a
personalized set of learning material which includes Introduction,
Contents, Assignments, and Exercises.
44

41. Implementation Implementation U Ussiningg L LAAMMSS
 Learners can navigate through sequences
similarly to working on a web page on the
internet.
 The Progress Bar shows you the order of
activities in the LAMS sequence, as well as
learner current position.
 Blue circles represent activities that learner
have completed, Red squares show learner
current position in the sequence and Green
triangles represent activities that learner not
reached.
Learner’s Progress bar
Learner’s
View
45

42. Implementation Implementation U Ussiningg L LAAMMSS
Author’s View
Learning Session includes an introduction, Contents,
. Assignments, and Exercises
46
Introduction

43. Implementation Implementation U Ussiningg L LAAMMSS
Learner’s
View
Example of Mindmap for Sequential Learners
47

44. Implementation Implementation U Ussiningg L LAAMMSS
Author’s View
Learning Session includes an introduction, Contents,
. Assignments, and Exercises
48
Content

45. Implementation Implementation U Ussiningg L LAAMMSS
Learner’s
View
Example of Extravert Resource List Content
49

46. Implementation Implementation U Ussiningg L LAAMMSS
Learner’s
View
Example of Introvert Resource List Content
50

47. Implementation Implementation U Ussiningg L LAAMMSS
Multiple Choice Questions
Text Example of
Judger
Assignment
52
Example
of Judger Assignment

48. ImImpplelemmeennttaattioionn U Ussiningg L LAAMMSS
Multiple Choice Questions
Example
of Perceiver Assignment
Text Example of
Perceiver
Assignment
53

49. Implementation Implementation U Ussiningg L LAAMMSS
Example of Feeler
Exercise
Example of Feeler
Exercise Report
Example of Feeler
Exercise Correctness
Learner’s
View
54

50. Implementation Implementation U Ussiningg L LAAMMSS
Example of
Thinker Exercise
Example of Thinker
Exercise Correctness
Learner’s
View
55
Example of Thinker
Exercise Report

51. CCoonncclulussioionn
 This Thesis presented the Development and
implementation of A model an adaptive e-learning
system based on the learner’s learning style diversity
using LMS (Learning Management System) called
Learning Activity Management Systems (LAMS).
56

52. CCoonncclulussioionn
 In a case study, Several patterns were found where
students 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.
57

53. CCoonncclulussioionn
 By analyzing the assessment, it was concluded that:
Extravert persons prefer Synchronous and Asynchronous
while Introvert persons prefer Self-Directed and
asynchronous.
 Thinker learners prefer Case studies and Progress
Measure Tests while Feeler learners prefer Progress
Measure Test and Interactive Exercises.
 Judger persons prefer Clear Assignments and Little
Creativity Assignments while Perceiver persons prefer Little
Creativity Assignments and Skills Challenged.
Intuitive prefer Holistic while Sensitive prefer Sequential
E-learning approach.
58

54. CCoonncclulussioionn
 The Learning Management System of LAMS provides a
variety of features to support teachers in creating,
administering, and managing online courses. However, that
does not consider individual differences of learners.
learners’ learning styles needs to be accommodated in
LAMS.
 The use of LAMS accelerates the development of my e-learning
system design and provides enhanced capabilities
and a user-friendly interface.
59

55. TThheessisis C Coonnttrribibuuttioionnss
1) The Thesis detect e-learner preferences within learning style
dimensions using MBTI learning style Model.
2) The Thesis contributes how to develop e-learning materials
to different learning styles and combine the advantages of
learning management systems those of adaptive systems.
60

56. FFuuttuurree w woorrkk
 The findings in this thesis can be used as the basis for
further research and developments providing advanced
adaptivity especially in Learning Management System.
 Future work will deal with an in-depth analysis of the
results with respect to different learning style
dimensions as well as the different adaptation features.
 Investigations can be performed on finding out whether
there are adaptation features which have more impact
than others or whether there are learning styles which
can be supported in a better way.
61

57. Nouran M. Radwan
radwannouran@yahoo.com
Teaching Assistant
Information system & Computer Science
Department
Sadat Academy for Management
Science
http://sadatacademy.edu.eg
62