A Conceptual Framework for Personalised Learning Influence Fact
Philipp Melzer analyses influence factors of personalised learning aiming to lay out design principles for personalised blended learning courses. Finding only weak support for a matching between learning styles and teaching methods, he defines learning ta
- PDF / 1,413,056 Bytes
- 167 Pages / 419.528 x 595.276 pts Page_size
- 40 Downloads / 212 Views
A Conceptual Framework for Personalised Learning Influence Factors, Design, and Support Potentials
A Conceptual Framework for Personalised Learning
Philipp Melzer
A Conceptual Framework for Personalised Learning Influence Factors, Design, and Support Potentials With a foreword by Prof. Mareike Schoop, PhD
Philipp Melzer Stuttgart, Germany Dissertation University of Hohenheim, Germany, 2017 D100 Examination Date: December 19th, 2017 Dean: Prof. Dr. Karsten Hadwich Supervisor: Prof. Mareike Schoop, PhD Co-Supervisor: Prof. Dr. Georg Herzwurm
ISBN 978-3-658-23094-4 ISBN 978-3-658-23095-1 https://doi.org/10.1007/978-3-658-23095-1
(eBook)
Library of Congress Control Number: 2018950486 Springer Gabler © Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer Gabler imprint is published by the registered company Springer Fachmedien Wiesbaden GmbH part of Springer Nature The registered company address is: Abraham-Lincoln-Str. 46, 65189 Wiesbaden, Germany
Foreword Learning is an essential activity in humans. Every information leads to knowledge acquisition based on a learning process. Institutions such as schools and universities need to create learning processes in a way for learnings to achieve the highest possible learning success. This is a challenging goal as lecturers have individual didactic styles and teaching methods and are faced with a plethora of students’ learning styles. Up to now it is not possible to address students in large lectures in an individual way most fitting to their personal learning goals, styles, and requirements. Digitalisation has also affected teaching. Electronic learning is normally used in most universities, but the usage is mostly that of document management. Integrating presence learning and e-learning seems to be a promising approach and is known as
Data Loading...
