Limited studies have quantitatively summarized the effect of personalized learning systems on learning achievement. To address this research gap, this study conducts a systematic review and a meta-analysis of personalized learning systems, where 19 studies (N = 3822) were included. The obtained results revealed that personalized learning has an overall medium positive effect (g = 0.45) on learning achievement. They further revealed that personalized learning systems based on Prompts & feedbacks and Diagnosis & suggestions do not significantly impact learning achievement. Finally, the results revealed that educational level, subject domain and continent might impact the effect of personalized learning systems on learning achievement. The findings of this study can contribute to the literature by explaining how the effect of personalized learning systems might vary depending on different moderating variables.

Several organizations urged to assess the readiness level of each country to the digital transformation, hence better harness its opportunities in education. Motivated by this, this study analyzes the latest Chinese curriculum standards to investigate the readiness level of China to adopt technology in education. Specifically, 16 curriculum standard documents were analyzed. The obtained results revealed that China is taking major steps in education reformation, where the use of traditional and emerging technologies is emphasized in almost all curriculum standards. Particularly, traditional technologies were mentioned more frequently to cater to the needs of students on a national level. Additionally, it is seen that the use of emerging technologies in curriculum standards where mentioned depending on the curriculum feature. For instance, the use of virtual reality (VR) and augmented reality (AR) where emphasized in science curricula, where sensors and Internet of Things (IoT) where emphasized in physics curriculum. These findings contribute to a better understanding of how to promote the development of digital education from the perspective of curriculum standards.

Various meta-analysis studies were conducted to investigate the effects of Intelligent Tutoring Systems (ITSs). However, no study, to the best of our knowledge, examined ITSs in social experiments in real and natural learning contexts (not in lab experiment or specific research experiment) to reveal their true effects. To cover this gap, this study conducts a meta-analysis of ITSs examined in social experiments, where 14 studies ($N=3496$) were finally included and analyzed. The obtained results revealed that ITSs have an overall small positive effect ($g=0.36$). They further revealed that ITSs have a better positive effect on knowledge (medium effect) compared to skills (small effect), as a learning outcome. The results also revealed that ITSs have a better positive effect (huge) when used for language knowledge learning compared to other domain subjects. Finally, ITSs have better positive effect (large) when used in primary education and for less than one year. The findings of this study can contribute to the literature by explaining how the effect of ITSs might vary when examined in real educational contexts, i.e., in the “field”.

Although several studies suggested considering gender in online learning, the literature about how male and female students would behave is fragmented. Little attention has been paid to the effect of gender on online learning behavioural patterns. This study aimed at investigating the roles of gender in online learning behaviours by analyzing the gender-related differences of students’ online learning behavioural patterns. We used the case study approach with descriptive statistical analysis, lag sequential analysis, and temporal log data analysis to investigate gender-related differences in students’ online learning behaviours. The results indicated no significant difference in the counts of occurrence of online single learning behaviours between female and male students. However, differences were observed in online learning behaviour patterns and how the online learning activities were performed over time. Females were more active in learning behaviours associated with achievement reports and peer list viewing. They tended to view their achievement reports before starting the main course learning activities, indicating that female students might be achievement-oriented. The findings provide further insights from a temporal perspective about how gender is associated with online learning. Implications on designing personalized online learning interventions based on considering gender-related differences are also discussed.

The growing adoption of learning analytics (LA) approaches and data mining (DM) techniques using educational gamification data sets is reflected in increased publications on this topic. However, with different gamified contexts and a variety of LA methods available, no comprehensive review summarized the obtained findings. Therefore, this research aims to identify studies’ characteristics, objectives, and methods used in gamification learning analytics (GaLA) research. To identify these, this study comprehensively reviewed the literature of 24 studies selected from an initial pool of 221 search results. The findings show that GaLA methods can be categorized into: visualization, data mining, social network analysis (SNA), statistics, and correlations. In conclusion, GaLA is defined as a data-driven approach using various methods of data analysis and mining techniques in gamified contexts for collecting, analyzing, and reporting data to assess or enhance the gameful experience, understand student behaviour, and improve learning outcomes.

While massive research has been conducted to see how remote learning and teaching is conduct during the COVID-19 pandemic, less focus has been paid on remote special education for students with disabilities. Therefore, it is still not clear how those students learned and what types of challenges they faced. To fill this gap, this study first collected data from the literature via a systematic literature review, and from both 51 teachers and 21 students with disabilities who were involved in this remote teaching and learning experiences via surveys. It then conducted bibliometric, content and thematic analysis to draw conclusions. The obtained findings highlighted that online and offline remote teaching methods from home were applied. Additionally, different learning assessment methods, such as mini-projects and simple quizzes were adopted by teachers to assess the gained knowledge of students remotely, but none of these methods relied on emerging technologies, such as big data and learning analytics. Finally, parents were a core actor to maintain remote learning from home for students with disabilities.

Despite several studies highlighted the importance of considering gender in online learning, the current literature about how male and female students would behave is still fragmented. Additionally, little attention has been paid to investigating the impact of gender on online learning behavioral patterns. This study applies lag sequential analysis (LSA) to investigate gender-related difference in the behavioral patterns of 116 students in an online course for six weeks. The obtained results indicated that overall there is no significant difference in the frequency of online learning behaviors between female and male students. However, the LSA showed that males and females demonstrated different transitional patterns in their online learning behaviors. Female behaviors were more coherently linked to each other. In contrast, some of the male behaviors were relatively isolated without significant antecedents and consequences, calling for learning supports. Also, females tended to view their achievement reports before starting the main course activities, showing that female students were more achievement-oriented. The findings provide explanations about how gender affects online learning and implications on how to design personalized online learning interventions based on considering gender-related differences.

The rapid development of technology has changed the traditional education and teaching methods. It has become a hot topic in the field of education to emphasize the cultivation of multi-ability collaborative learning. From the perspective of learning analysis, the research focuses on the design tasks of collaborative learning. Taking part of the participants of 2019 Global Design Competition for Future Education as the research object, the LSA is used to explore the differences in the sequence of behavior activities of the participants in the early and later stages of completing the design projects. The results show that in the early stage, sharing and argumentation are the core, emotional communication is the focus; in the later stage, argumentation, summary and modification are the core, and then the questions, and answers are the focus.

To help computer scientists and ICT developers to create technical solutions that can better support new learning environments, we proposed a computing framework, “Smart Learning Engine (SLEnG).” Its definition, functions, architecture, and computing process were described. The application examples with the initial results were reported.

How to meet the age of intelligence and train the innovative talents needed by the age of intelligence has become a research topic of the education circle. The characteristics of space fusion, man-machine fusion, knowledge explosion and focusing human nature in the age of intelligence put forward new requirements for innovative talents. Creative personality, critical thinking ability, digital learning ability, computational thinking, design thinking, and man-machine collaboration are essential components of creativity in the age of intelligence.

Several research studies have highlighted that the traditional method of identifying dyslexia within learners is time consuming, expensive and might not be effective as some people acquired the skills to hide their disability. Particularly, no tool or method was reported in the Arab region (22 countries) that could help identify dyslexia within Arab learners. Therefore, this paper presents a developed and validated educational game to implicitly identify the level of dyslexia within learners based on their game play traces. The game was played by twenty-six children within a private school for special education with the supervision of experts from a private center for learners with disabilities. The obtained results showed that the accuracy level of identifying learners with dyslexia with the use of the game is high. Additionally, the experts reported a favorable perception and high technology acceptance degree towards the game. The findings of this research could enhance the educational technology field by providing an educational game design for implicit identification of dyslexia level.

Low learning engagement and high dropout rates have been common problems in online learning. From the perspective of learners' emotional experience, this paper investigated the self-regulation and flow experience of online learners through questionnaires to explore the relationship between them. The data were collected from the students in three countries of China, Tunisia and Serbia. They have participated in a three-week online course for Global Competition on Design for Future Education (GCD4FE). The results showed that the goal setting and the task strategies of Chinese students were significantly higher than that of students in Tunisia and there was a positive impact of self-regulation on flow of three countries. Consequently, some strategies can be taken to improve students' self-regulation in online learning, so as to promote positive emotional experience to increase online learning engagement and reduce dropout rate.

Promoting intrinsic motivation in classrooms is the central focus of many researchers. Particularly, several studies found that students' individual differences might affect their level of intrinsic motivation. Since personality is considered as one of the most important indicators of individual differences, this study investigates the effect of personality on students' level of intrinsic motivation in a gamified and self-determined online environment. The obtained results showed that only extraversion, conscientiousness and openness personality traits significantly affect students' level of intrinsic motivation to learn. These findings can be considered by designers of gamified learning environments to provide more game design elements in order to enhance students' intrinsic motivation based on their personalities.

Designing an educational game can be a difficult task for individuals who do not have appropriate background towards game developments. Several game genres exist in the literature which can make beginners confused about which are the appropriate or required game elements and functionalities for a particular game genre. At the same time, many studies highlighted the effectiveness of mind-mapping techniques in enhancing learning and thinking task. Therefore, this study deploys the powerful graphical representation of Unified Modeling Language (UML) class diagram to present a mind-mapping guide for people who are developing educational role-playing games. A total of 1 13 students used the developed mind-mapping guide in a public Tunisian University, and the obtained results showed that the guide can: (1) significantly enhance beginner students’ level of knowledge regarding developing role-playing educational games; and, (2) promote the creative thinking when it comes to imagining educational role-playing game scenarios. Also, these results showed that students have a favorable attitude towards using the mind-mapping guide to learn and design their games.

The relationship between the use of Geogebra and Technological Pedagogical Content and Knowledge (TPACK) by teachers has not been fully investigated and understood. Therefore, the aim of this study was to integrate GeoGebra technology to develop the TPACK of secondary school pre-service mathematics teachers. The participants of this study were 60 Indian teachers. Data were collected through the administration of pre-post TPACK surveys using a Google Online survey. Results from the survey revealed that there were changes in teachers' TPACK after undergoing the Geogebra workshop. Practical implications are discussed regarding how to enhance pre-service teachers' TPACK using GeoGebra in mathematics teaching.

Design thinking is considered as a creative, humancentred, participative, exploratory and problem-solving process that values different perspectives of a problem. In this study, we bring the design thinking in a curriculum framework of K-12 game creation by App Inventor which is currently popular block based programming environments for fostering Computational Thinking. In a case study on a middle-school students game creation course in Beijing, the students' creative thinking process and computational thinking skill are investigated in order to understand perceptions of App Inventor and physics cognitive knowledge involved in the game creation. The future work is to construct a framework of integrating the Design Thinking for cultivating K-12 students' computational thinking.

In China, the member of student in a class ranges from 40 to 100. How to manage the physical learning space is really critical to learning in 21st century. Does changing the physical learning space really change learning experience? In this research, we want to find out What differences in classroom layout are identified in original versus active classrooms and What positive impact on learning experience is observed in traditional and collaborative classrooms. After data analysis, we identified the view, interaction with teacher and mobility is has impact on learning in different layout.

Successful students' transitions from high school to institutions of higher education is one of the most widely studied areas. Nowadays, the proliferation of wireless network and mobile devices in higher education, especial in classroom, creates new learning opportunities and educational challenges. This paper employed an action research focusing on designing effective teaching and authentic learning in the technology-rich classroom. It aims to meet the challenges of digital natives in the first year program. A study of one cohort of students was conducted over a period of four months. It indicated that the effective teaching and authentic learning would help the students adjust the college life faster, and develop the good learning habits.

During the implementation of ICT in school, we do not explicit the relationship of factors by exemplars. This study will contrast three ICT evaluation frameworks for school education in England, American and Ireland, putting forward a new ICT evaluation framework, including the factors influencing ICT developing standards. At the same time, presenting a systematic model to describe relationship by analyzing 40 typical exemplars, which consist of seven elements: ICT Leadership, student ability, teacher professional development, teaching method, learning space, curriculum resources and evaluation method.

Meta-analysis is a quantitative research method for synthesizing research results. This paper explores the application of meta-analysis in educational technology research from 2000. A total of 37 articles from 14 SSCI journals were selected and analyzed with the basic information of the articles, including the publication year and type of cooperation. Then, the moderator variables, such as grade level, discipline, instruction approaches and technology use, are coded and conducted descriptive analysis to reveal the application and practice of meta-analysis method in educational technology. The Mean Effect Size of 774 effect sizes is small (d = 0.4843). Most of meta-analyses in educational technology field were conducted by cooperating with domain experts. Furthermore, most meta-analyses focus on comparing the effects on learning achievement of technology use with traditional classroom, but neglected the effect of specific technologies on instruction or learning and how to use them to support learning and instruction.

Technologies, when embedded in instruction can provide unique opportunities for interaction. In this paper, to exploring the influence of digital equipment on interaction quality in Technology-rich Classroom, 54 lectures were observed in Hong Kong, Beijing and Shenzhen, and 626 interaction processes were recorded. The main conclusions are the following: (1) Interaction frequency, interaction object and interaction content in technology-rich classroom has been definitely enriched by digital equipment. Interaction quality in technology-rich classroom is extremely good, with an average score of 2.33 (1-3 scores). (2) From the perspective of "ownership" relationship between digital equipment and student, technology-rich classrooms are classified into three types. "Group-own" classroom is more helpful than "Individual-own" classroom for interaction quality. (3) Interactive whiteboard do not necessarily achieve more performance than multimedia-projector. But, interactive whiteboard could play an important role on interaction quality when 1:1 Pad/Laptop involved in classrooms. (4) Digital equipment and learning activities are collaborating to impact on interaction quality.

Digital capacity is of vital importance for the digital natives to live in both physical and virtual world. However, seldom research on digital learning capacity could be found in literature. This paper aims to investigate the framework of digital learning capacity for digital natives and the status of Chinese students' digital learning capacity according to a proposed digital learning capacity framework. A Digital Learning Capacity Questionnaire (DLCQ) was developed according to the proposed framework of digital learning capacity. Based on the survey results and analysis of data, a 4-factor 10-subscale questionnaire was validated. The relationship of each subscales was discussed and the status of digital learning capacity for Chinese students was reported.

Technology in education has caused numerous of changes. The use of electronic books (e-books) is one of these changes, however, it is given the slower than expected growth. In other words, there is few complete consideration for using e-books materials into education. Therefore, this study proposes a framework to consider how to transfer the traditional textbooks into electronic textbooks called e-textbooks. Then, this framework also considers how to apply these e-textbooks into the classroom and individual learning in order to create a smart learning environment for teachers and students. This smart learning environment can offer not only rich interactive multimedia via tablets but also provide personalized adaptivity to each student. This study also takes the outcomes of our previous studies into account to provide content providers, teachers, and students with the suitable and appropriate e-textbook systems.

Technology rich classroom (TRC) is of great importance to learning and teaching in information era. In the past decades, a large amount of money has been invested to the construction of the TRC all over the world. However, few have been written on the assessment of user experience in TRC. The user experiences of the teacher and student are lack of research. Thus, the aim of this paper is (i) to describe the elements of user experience in the TRC in a systemic way, (ii) to develop an inventory as a tool to measure classroom environment quality, (iii) and to determine the relationship between user experience and learning attitudes, interests, and learning satisfaction.

In this paper, the impacts of functional roles on motivation, group cohesion, and learning performance in a CSCL context were investigated. Four fundamental roles were selected: information searcher, explainer, coordinator, and summarizer. A comparison of 123 questionnaires distributed over 31 groups for two conditions, groups with assigned roles (n = 16, N = 64) and groups without assigned roles (n = 15, N = 59) revealed that there were no significant differences in social cohesion and learning performance. However, there were significant differences in motivation and task cohesion between the two groups. The analysis of the groups with assigned roles revealed there were also no significant differences in motivation, group cohesion, and individual learning performance.

In this study, an experiment has been conducted in two elementary schools with 9 teachers and 203 students involved to identify the potential issues when initiatively utilizing eTextbooks in 14 classes by using a mix-method design of lecture video coding, interviews and questionnaires. A research framework was proposed to examine the potential issues in terms of the technical issues, user experience from teachers, user experience from students and class preparation. From the experimental results, it is found that: 1.Technical issues, such as failure of devices and software, delay of systems response and switching among systems delay would be crucial for using eTextbooks in the classrooms, 2. A high quality of user experiences from both teachers' and students' would bring a positive attitude and motivation for teaching and learning with eTextbooks, 3. If teachers had more experiences in instructional design, they would perform better class preparation when using eTextbooks in K-12 classrooms.

The emerging eTextbooks have attracted a lot of research, but the functions of eTextbooks are still not clear for utilizing them in classroom. In this study, based on the findings from a three-round Delphi study, we explored the functions of eTextbooks in K-12 classes through a mixed-method design research of interview, questionnaire and lecture video coding in two primary schools. The results showed: (1) The eTextbooks should have the similar structure and layouts as paperback books to follow the students' reading habits. (2) The interaction with students is more important than media rich contents. (3) Note-taking and working on assignments are key functions of eTextbooks to follow students' study habits and to meet the requirement of instruction. (4) The relevant management tools are the key issues to keep eTextbooks in routine classes smoothly and sustainable.

Presenter is an app for iOS, with the help of this app, teachers, instructors- anyone who gives presentations and wants to know if their students is grasping the content - on the spot - needs this app. The purpose of this study is to investigate the effects of this app on the learning achievement of students. In order to evaluate the efficacy of this app, an experiment was conducted to compare the performance of the students' learning via this app via those learning with the traditional approach.

The aim of speech training aid is to enhance the language abilities of the hearing-impaired Children. The traditional approach, utilization of photographs and teachers' gestures, is revealed to be an inefficient way. This study proposes a Speech training aid system (STAS) based on C# & Flash technology to instruct hearing-impaired children on how to improve their language abilities. An experimental study was conducted in Nanjing School for the Deaf in China. The participants included two experienced school teachers and twenty students. The experimental results show that children' accuracy and fluency of pronunciation have improved notably by utilizing STAS.

In order to better meet the needs of classes with Ebooks being involved in, Ebooks must be designed with a lot of special functions, which is called eTextbooks by the authors. The functions of eTextbooks, the class preparations and responsive teaching by incorporating formative assessment would help to transforming learning and instruction. Note-taking, bookmarking, annotating, and highlighting, working on assignments are the key functions of eTextbooks to follow students' study habits and to meet the requirement of instruction. The relevant management is the key issues to keep eTextbook running smoothly in class. Such as assignment distribution, note management, assignment management, searching, dictionary, synchronizing functions, copy contents or notes, print contents or notes, Internet connection, communicating with parents via Internet, eTextbook control by teachers, and contents transmission between teachers and students. If the teachers had more experiences with instructional design, they would be able to conduct better class preparation. Through integrating materials, devices and software compositely, learning outcomes would optimally meet the instructional objectives. Responsive teaching through Ebooks/eTextbooks, which meet the individual needs and strengths of diverse learners, takes the stance that curriculum developers in general and Ebook designers in particular must play a larger role in rendering the burden of customization manageable for teachers.

Information literacy is kind of basic quality for adaptation to the information society. In this research, we clarified the association relationship between students' information literacy and their learning ways. With good information literacy, students can have good learning ways which lead them learn more efficient, and they are more adept at using a variety of information resources, better play the role of technology in learning.

As the number of computer crime increase fast and the crime technologies update quickly, cyber police need ongoing training. In order to supply better training case resources, we developed a database system of authentic case. The previous case representations which are content-based are not suitable for the crime case. In this paper, we propose a new context model to represent authentic case context. The model includes entity, character, event and episode. The model has been used in the database system, and the system has been used in training cyber police. The practice result shows that the context model is effective and reasonable.

As e-training has shown great promise, Microsoft (China) and the Ministry of Education of China (MOE) have launched e-training for in-service teachers in order to improve teachers' instructional skills. 16,264 primary and secondary school teachers participated in this e-training. This study aims to evaluate the effectiveness of the e-training using the Kirkpatrick's four-level model. Discourse data, testing scores, homework scores, and final passing rate were collected and analyzed. The results indicated that the e-training indeed improved trainees' instructional skills. The final passing rate of e-training was over 80%. The results also indicated that it was appropriate to use the Kirkpatrick's four-level model to evaluate the e-training.

Based on the theory and technology of artificial intelligence, internet, and cognitive psychology, word problem auto-solving and intelligent tutoring technologies have become hot issues of research in recent years. However, since word problem is described by natural language, the number of resolved problems is limited. The paper researches the algorithm of processing You-sentence and develops an auto-solving system based on it to prove the validity of the algorithm.

Electronic textbook has significantly potential to change the traditional ways of teaching and learning. In this paper, we conducted a research to examine the change from paper textbook class in Technology Rich Classroom (pTRC) to electronic textbook class in Technology Rich Classroom (eTRC) from the perspective of effective learning, by using a mix-method design of interview, questionnaire and on-site observation. There were 209 students and 12 teachers from six classes equipped with iPads from two primary schools were taken part in the study, and each class conducted 4 eTextbook sessions and 4 paper textbook sessions. We compared the 24 eTextbook sessions and 24 paper textbook sessions by analyzing class activity capacity, classroom behaviors and technology roles. The comparison shows: (1) There are significant differences in class activity capacity between eTRC and pTRC. The ratio of class es which effectively completed the learning activities as planed in eTRC is higher than in pTRC, and Learner Engagement Indicator (LEI) in eTRC is significantly higher than in pTRC . (2)There are significant changes in classroom behaviors between eTRC and pTRC. The allocated time for teachers in eTRC is significantly lower than in pTRC and engaged time for students in eTRC is significantly higher than in pTRC. Students participate in classroom learning activities significantly initiatively and positively in eTRC compared to in pTRC. (3) Students attitudes to technology and satisfaction in eTRC are significantly higher than in pTRC.

Online communities have become important places for people to seek and share expertise. Yet with the increasing number of members and produced artifacts within the communities, it is challenging to find the influential experts who post topic-specific high-quality content. This paper presents an approach to discover expertise network in online communities based on textual information and social links. In addition to computing documents' topic-focus degree, the approach measures the quality of documents according to users' feedback behaviors and topic-specific influence of users who give feedback. In this way, user's expertise rank and social links are both considered to constitute expertise network. Experiments on real dataset have shown that our approach is effective to discover the meaningful expertise networks.

In recent years, the term Open Educational Resources (OER) has emerged, aiming to promote open access to digital educational resources that are available online for everyone at a global level. This panel presents views from different countries on the development of open educational resource initiatives.

Reconstructing classroom and creating new type of classroom for students and teachers is an inevitable trend, and integrating sensor technology, artificial intelligence, rich media technology and communication technology into classroom is an inevitable choice. We propose a SMART model of smart classroom which characterized by showing, manageable, accessible, interactive and testing. We analyze the characteristics of three typical smart classrooms: “high definition” smart classroom, “deep experience” smart classroom and “rich interactivity” Smart classroom

In CSCL research, the collaborative process is of central importance. Thus, this paper aims to unveil learners' interaction patterns through analyzing context of questions in discussion transcript. Based on assumptions on data source and users' operating process of analyzing questions' context, several design principles have been identified. Guided by these principles, a technical solution is presented to implement a tool for analyzing context of questions. By incorporating text classification and information visualization technologies, the tool supports content and structure analysis of discussion transcripts to generate visual patterns in a form of 5W1H context of questioning. In this way, the tool enables users to understand interaction patterns in an intuitive and friendly manner. A case study is also conducted to validate the effectiveness of the tool.

The knowledge society requires life-long learning and flexible learning environment that enables fast, just-in-time and relevant learning, aiding the development of communities of knowledge, linking learners and practitioners with experts. Based upon semantic wiki, a combination of wiki and Semantic Web technology, this paper designs and develops a flexible e-learning environment aiming to motivate active collaborative learning and maximize resource sharing and reusing. Compared with general e-learning environment, the proposed environment has three outstanding features. First, it supports learning resource modeling with semantic link network to deal with structural incoherence and content isolation. Second, it motivates learners to be actively involved in the collaborative learning process by allowing flexible resource authoring and semantic annotation in an easy-to-use manner. Third, it enables proactive resource and companion recommendation based on discovery of closely-related learning-peers and supports user role analysis for learning enhancement.

The policy of free education for normal university students issued by the Ministry of Education (MOE) has been implemented in 6 subordinate normal universities since 2007. The implementation of the policy requires pre-service teachers having practical abilities. Traditional education module couldn’t solve the problems such as resources shortage, practice activities limited by space and time. However, the web-based teaching practice system could provide good environment for solving these problems. This paper is based on the project of "Application demonstration of innovation teaching practice system based on IPV6” which is supported by the national development and reform commission. We designed the practice system for pre-service teacher. The innovation of this paper is designing a practice system which could fulfill pre-service teachers’ demands and offer excellent digital environment to improve the quality of teaching abilities.

The paper focuses on the field of research on next generational e-Learning facility, in which knowledge-enhanced systems are the most important candidates. In the paper, a reference architecture based on the technologies of knowledge engineering is proposed, which has following three intrinsic characteristics, first, education ontologies are used to facilitate the integration of static learning resource and dynamic learning resource, second, based on semantic-enriched relationships between Learning Objects (LOs), it provides more advanced features for sharing, reusing and repurposing of LOs, third, with the concept of knowledge object, which is extended from LO, an implementing mechanism for knowledge extraction and knowledge evolution in e-Learning facilities is provided. With this reference architecture, a prototype system called FekLoma (Flexible Extensive Knowledge Learning Object Management Architecture) has been realized, and testing on it is carrying out.

The emergence of ubiquitous learning arouses demand of a new style of generating and managing learning resources, which urgently demands a new type of learning content management system (LCMS). Based on the service-oriented architecture, this research will construct a new type of LCMS (bottom-up) to support registration, management and sharing of learning objects (LO). Besides, fitting the upper-oriented application needs, the new LCMS can also support the generation of multi-mode courseware, which is adapted to multiple terminals, and it can also support the semi-automatic generation of courseware which meets the needs of E-learning. In this paper, we will first present semantic-oriented ubiquitous learning object model (SULOM), which concerns the semantic relationship modeling of LO. Then we will introduce the service-oriented realization of the SULOM, which is semantic-oriented ubiquitous learning object management system (SULOMS). Based on the Fedora system, the SULOMS supports the Web service, and can meet the teachers' need of ubiquitous, semantic, reorganization and interoperability of resource.

Asynchronous discussion forums are used increasingly in e-learning in which learners interact in academic and social contexts, whereas some challenges and difficulties exist pertaining to the activity and variability in learner participation and collaboration. To motivating and facilitating active collaborative learning, this paper describes the design of an enhanced asynchronous discussion forum. Base on the domain ontology and text mining technologies, discussion transcripts are automatically processed for structural modeling with semantic association, which lays the foundation for the fulfillment of distinctive functionalities in the discussion forum (i.e. semantic search, thematic navigation and recommendation). An experimental study is conducted to show that the approach is effective to discover learning peers with same interests and search for related messages with thematic navigational guidance.

The purpose of this paper is to show how data mining may offer promise as a strategy for discovering learner's roles in CSCL. At present, there are many researchers who focus on analyzing learner roles based on collaborative learning activities. But most of them subjectively presume the diversity of learnerspsila roles in advance and then verify it based on the statistics of interaction data. In contrast, this paper adopts the data mining technology to explore learnerspsila roles in collaborative learning. Referring to the typical process of data mining, this paper proposes a framework of role analysis based on data mining which data preparation and learner discourse pattern mining are depicted. Furthermore, a case study is conducted to show the mining process and finding as well as discussion on the mining results.

Online discussion forums provide open workspace allowing learners to share information, exchange ideas, address problems and discuss on specific themes. But the substantial impediment to its promotion as effective e-learning facility lies in the continuously increasing postings but with discrete and incoherent structure as well as the loosely-tied learners with response-freeness. This paper proposes a hybrid approach to automatically discover special interest groups within discussion forums. Once a learner becomes a member of a special interest group, he will be informed of other learning companions to enhance their in-depth communication and learning, and the newly-emerged related information will be proactively pushed to him as well. Furthermore, by identifying the posting themes and types, this paper presents a semantic search to assist learners navigating through well-structured and coherent postings to meet their learning demands. The proposed approach has been integrated into a discussion forum, and the experimental results show that the approach is feasible and efficient, enabling the effective discovering of interest groups and proper demand-driven navigational guidance.

Unveiling the collaborative process is of central importance in CSCL research. This paper firstly reviews the different methods to assess the collaborative process and corresponding supporting tools, and points out the existing weaknesses of such tools. Afterwards, by incorporating the domain ontology, NLP and association rules mining technologies, an integrated toolkit with comprehensive functionalities is designed and implemented to support content analysis with intelligence and visualization features. A case study is also conducted to show the functionalities of the tool. The results show that the toolkit is portable, versatile, and effective to assist researchers analyzing the discourse transcripts for enhancing our understanding of the collaborative process.