Towards a Conceptual Model of Learning Context in E-learning
Lina Tankelevičienė, Robertas Damaševičius · 2009
Modern e-learning systems are mostly implemented by computer science specialists, who often lack awareness of the pedagogical/psychological aspects of e-learning processes. However, every approach to e-learning implementation must be based on sound pedagogical background. Currently, the development of adaptive and personalised learning environments is a hot topic in the e-learning domain, nevertheless, the majority of e-learning approaches still ignores learning context as an important source of knowledge. In this paper, we focus on the development of a conceptual model of learning context for e-learning environment, which captures the technological, subject domain, pedagogical, psychological aspects of learning situation. We propose a Learning Context Model (LCM) aimed for further use while developing technological implementations of adaptive, personalised learning environments.