Towards Optimality in Online Learning – The OLeCenT Approach
Carl Beckford, Ezra Kaahwa Mugisa · Advances in Science Technology and Engineering Systems Journal · 2017
Higher Education Institutions (HEIs) employ Learning Management Systems (LMSs) primarily for greater efficiency, profitability, technological advancement or survival.The predominantly used LMSs, Moodle and Blackboard account for in excess of 60% usage by the top HEIs.However, the individual international regions do not necessarily bear the percentages of the overall total.Gaps are identified in optimality in course delivery within online learning when one studies LMSs and their functionalities.Advanced Distributed Learning (ADL) Initiative which was established to standardize and modernize training and education management and delivery, developed and recommended usage of Sharable Content Object Reference Model (SCORM) 2004 and later versions.SCORM 2004 which provides for flexibility in sequencing and navigation for learner-centric course delivery is not supported in any version of the more prevalently used LMSs.It is believed that most people have a preferred way in processing information.We propose codifying one or more Learning Style Instruments (LSIs), diagnosing the preferred teaching approach(es) and dominant/existing learning styles within a batch of learners, then providing course delivery as a best-fit per learner.As a proof of concept, OLeCenT allows the input of one or more course learning paths with real-time learning and automatic reconfiguration of the course path where a new trend or pattern is identified.OLeCenT identified disparity in teachinglearning and provided a mechanism towards improving online learner-centric course delivery.OLeCenT also identified comparative levels of similarities among learners and instructors even where they are deemed to be of different teaching-learning styles/mechanisms.