The field of adaptive e-learning is continuously developing. More research is being conducted in this area as adaptive e-learning aims to provide learners with adaptive learning paths and content, according to their individual characteristics and needs, which makes e-learning more efficient and effective. The learner model, which is a…

This article provides a review of theoretical approaches to model-based learning and related research. In accordance with the definition of model-based learning as an acquisition and utilization of mental models by learners, the first section centers on mental model theory. In accordance with epistemology of modeling the issues of semantics,…

Challenges of broadening access, escalating cost, maintaining desirable quality and enhancing meaningful learning experiences in African higher education (HE) have spurred debates on how to restructure higher education delivery to meet the diverse needs of heterogeneous learners and adapt pedagogical models to the educational realities of…

Describes a study that was conducted to identify the roles and competencies of distance education professionals within the United States and Canada based on a survey of approximately 100 distance educators. A competency model based on the results is presented and recommendations for future research are included. (Contains 68 references.) (LRW)

Discusses the emergence of information technology in teacher education (ITTE) as a discipline; describes paradigms for research and development work, including empiricism, critical theory, and interpretivism; examines literature reviews, policy issues, diffusion of innovation, and component studies; and considers future possibilities. (Contains 89…

Presents a common language model for understanding the literature on formative evaluation in instructional design. Identifies participants, roles, techniques, and situations, and analyzes 11 instructional design texts. The model provides a decision-making template for designing an effective formative evaluation. (AEF)

Examines instructional design theories and elaborates principles about when learning is promoted, i.e., when learners are engaged in solving real-world problems, when existing knowledge is activated as a foundation for new knowledge, and when new knowledge is demonstrated to the learner, applied by the learner, and integrated into the learner's…