A Concept-based Approach to Support
Learning in a Web-based Course Environment
Lora Aroyo1, Darina Dicheva2 and Ivan Velev3
1
Faculty of Educational Science and Technology, University of Twente
P.O. Box 217, 7500 AE Enschede, The Netherlands
2
Department of Computer Science, Winston-Salem State University
601 M. L. King, Jr. Drive, Winston-Salem, N.C. 27110, USA
3
Faculty of Mathematics and Informatics, Sofia University
5 James Bouchier Blvd., 1164 Sofia, Bulgaria
Abstract. Intelligent information handling support is crucial for the efficiency of
web-based learning. This paper presents an approach to information handling,
which implies conceptual support for both learners and instructors engaged in open-
learning and teaching tasks in a web-based course support environment. The
proposed approach combines two powerful techniques to support web-based course
learning - information retrieval and concept mapping. It involves conceptualisation
of the subject domain and representation of the domain structure in an ontological
way by a concept map, which is used for knowledge classification and indexing and
allows for efficient information search. In addition, it includes strong visual
presentation and graphical navigation of the subject domain and information search
results and supports adaptive matching of the presentation to particular learners.
AIMS - an intelligent tool for task-based information handling support in web-based
learning/training/work environments demonstrates the main ideas of this approach.
AIMS can help a learner adaptively in information retrieving and information
visualisation by using a learner model. AIMS has been used in several pilot
experiments focused on evaluating system’s functionality and user interface. In this
paper we discuss the important aspects of the proposed approach as implemented in
AIMS from a learner’s perspective – how do they help the learner in performing
learning tasks in a web-based course environment.
1. Introduction
Web-based education is getting an increasing popularity due to its clear benefits - classroom
independence and platform independence [1]. Web-based and web-assisted courses are
becoming a common practice in both college education and business training. More and more
instructors put course related information or links to such information on the web to support
students’ learning and require that students use web materials when performing learning tasks
such as course assignments, projects, etc. An arising problem however is that the learners
have to cope with a much larger amount of information when performing course related
, activities.
Among the most referenced problems when using web to support course work are the
difficulties in finding relevant information and the related waste of time and frustration. These
problems are mainly caused by the intrinsic nature of the web, but often - by the inherent
learning behaviour of the students as well. Web-related problems are generally due to the fact
that users are not aware of the aims, targets, and keywords of the web documents they
receive as search results. The student-related problems ensue by students’ practice to attempt
completing a course assignment without studying the required material beforehand. As a
consequence, they are often unaware of the complete context of the learning task in hand and
need help in getting oriented in the subject domain structure. Another point is that students
often prepare their assignments in a hurry and cannot spend much time on searching
additional information related to them thus missing the opportunity to learn more about the
subject domain. Clearly, students will benefit a lot if they are supported in retrieving,
evaluating, comprehending, and memorising information when performing (learning) tasks in
a web-based learning environment. Providing students with such support would not only help
for their more efficient task performance but would also contribute to the enrichment of their
overall subject knowledge and enhancement of their task-oriented skills. This kind of support
is closely related to information handling, i.e. organising, indexing, maintaining, searching,
and presenting information. The availability of intelligent information handling support is
crucial for the efficiency of web-based learning.
This paper addresses a novel approach to information handling aimed at enhancing the
effectiveness of web-based learning and training. It implies conceptual support for both
learners and instructors engaged in open-learning and teaching tasks in a web-based course
support environment thus being in line with the current trends in the educational technology
area of shifting emphasis towards open domains and conceptual understanding [2]. The
proposed approach combines two powerful techniques to support web-based course learning
- information retrieval and concept mapping. It involves conceptualisation of the subject
domain and representation of the domain structure in an ontological way by a concept map,
which is used for knowledge classification and indexing and allows for efficient information
search. In addition, it includes strong visual presentation and graphical navigation of the
subject domain and information search results and supports adaptive matching of the
presentation to particular learners. AIMS - an intelligent tool for information handling
support in web-based learning/training/work environments demonstrates the main ideas of
this approach. AIMS can help a learner adaptively in information retrieving and information
visualisation by using a learner model.
AIMS (Agent-based Information Management System) provides a contextual support
that enables the user to identify information necessary for performing a particular task (e.g.
course assignment). It can be used standalone (for example, as an extension to a traditional or
on-line distance course) or integrated in a larger electronic learning/training/work
environment that allows the users to perform open learning tasks in a specific subject domain.
In both cases it provides the user with immediate, on-line access to a broad range of
structured information and with domain-related help in the context of work, thus supporting
more efficient task performance. Hence, AIMS could be seen as a type of Electronic
Performance Support System, which focuses on efficient information provision and
management for task-oriented problem solving. The system is a cognitive tool [3] helping the
learners not only to complete their course work more accurately and efficiently, but also to
build new knowledge and comprehend better the subject domain in hand. The general
architecture of AIMS as an agent-based information support system is elaborated elsewhere
[4,5]. In this paper we discuss the important aspects of the proposed approach as
implemented in AIMS from a learner’s perspective – how do they help the learner in
Learning in a Web-based Course Environment
Lora Aroyo1, Darina Dicheva2 and Ivan Velev3
1
Faculty of Educational Science and Technology, University of Twente
P.O. Box 217, 7500 AE Enschede, The Netherlands
2
Department of Computer Science, Winston-Salem State University
601 M. L. King, Jr. Drive, Winston-Salem, N.C. 27110, USA
3
Faculty of Mathematics and Informatics, Sofia University
5 James Bouchier Blvd., 1164 Sofia, Bulgaria
Abstract. Intelligent information handling support is crucial for the efficiency of
web-based learning. This paper presents an approach to information handling,
which implies conceptual support for both learners and instructors engaged in open-
learning and teaching tasks in a web-based course support environment. The
proposed approach combines two powerful techniques to support web-based course
learning - information retrieval and concept mapping. It involves conceptualisation
of the subject domain and representation of the domain structure in an ontological
way by a concept map, which is used for knowledge classification and indexing and
allows for efficient information search. In addition, it includes strong visual
presentation and graphical navigation of the subject domain and information search
results and supports adaptive matching of the presentation to particular learners.
AIMS - an intelligent tool for task-based information handling support in web-based
learning/training/work environments demonstrates the main ideas of this approach.
AIMS can help a learner adaptively in information retrieving and information
visualisation by using a learner model. AIMS has been used in several pilot
experiments focused on evaluating system’s functionality and user interface. In this
paper we discuss the important aspects of the proposed approach as implemented in
AIMS from a learner’s perspective – how do they help the learner in performing
learning tasks in a web-based course environment.
1. Introduction
Web-based education is getting an increasing popularity due to its clear benefits - classroom
independence and platform independence [1]. Web-based and web-assisted courses are
becoming a common practice in both college education and business training. More and more
instructors put course related information or links to such information on the web to support
students’ learning and require that students use web materials when performing learning tasks
such as course assignments, projects, etc. An arising problem however is that the learners
have to cope with a much larger amount of information when performing course related
, activities.
Among the most referenced problems when using web to support course work are the
difficulties in finding relevant information and the related waste of time and frustration. These
problems are mainly caused by the intrinsic nature of the web, but often - by the inherent
learning behaviour of the students as well. Web-related problems are generally due to the fact
that users are not aware of the aims, targets, and keywords of the web documents they
receive as search results. The student-related problems ensue by students’ practice to attempt
completing a course assignment without studying the required material beforehand. As a
consequence, they are often unaware of the complete context of the learning task in hand and
need help in getting oriented in the subject domain structure. Another point is that students
often prepare their assignments in a hurry and cannot spend much time on searching
additional information related to them thus missing the opportunity to learn more about the
subject domain. Clearly, students will benefit a lot if they are supported in retrieving,
evaluating, comprehending, and memorising information when performing (learning) tasks in
a web-based learning environment. Providing students with such support would not only help
for their more efficient task performance but would also contribute to the enrichment of their
overall subject knowledge and enhancement of their task-oriented skills. This kind of support
is closely related to information handling, i.e. organising, indexing, maintaining, searching,
and presenting information. The availability of intelligent information handling support is
crucial for the efficiency of web-based learning.
This paper addresses a novel approach to information handling aimed at enhancing the
effectiveness of web-based learning and training. It implies conceptual support for both
learners and instructors engaged in open-learning and teaching tasks in a web-based course
support environment thus being in line with the current trends in the educational technology
area of shifting emphasis towards open domains and conceptual understanding [2]. The
proposed approach combines two powerful techniques to support web-based course learning
- information retrieval and concept mapping. It involves conceptualisation of the subject
domain and representation of the domain structure in an ontological way by a concept map,
which is used for knowledge classification and indexing and allows for efficient information
search. In addition, it includes strong visual presentation and graphical navigation of the
subject domain and information search results and supports adaptive matching of the
presentation to particular learners. AIMS - an intelligent tool for information handling
support in web-based learning/training/work environments demonstrates the main ideas of
this approach. AIMS can help a learner adaptively in information retrieving and information
visualisation by using a learner model.
AIMS (Agent-based Information Management System) provides a contextual support
that enables the user to identify information necessary for performing a particular task (e.g.
course assignment). It can be used standalone (for example, as an extension to a traditional or
on-line distance course) or integrated in a larger electronic learning/training/work
environment that allows the users to perform open learning tasks in a specific subject domain.
In both cases it provides the user with immediate, on-line access to a broad range of
structured information and with domain-related help in the context of work, thus supporting
more efficient task performance. Hence, AIMS could be seen as a type of Electronic
Performance Support System, which focuses on efficient information provision and
management for task-oriented problem solving. The system is a cognitive tool [3] helping the
learners not only to complete their course work more accurately and efficiently, but also to
build new knowledge and comprehend better the subject domain in hand. The general
architecture of AIMS as an agent-based information support system is elaborated elsewhere
[4,5]. In this paper we discuss the important aspects of the proposed approach as
implemented in AIMS from a learner’s perspective – how do they help the learner in
