Procedural Knowledge Representation in Learning Management System

Current e-learning systems are focused on the transfer of static knowledge (definitions, descriptions, explanations, theories etc.), to the detriment of supporting the internalization of procedural knowledge, scenarios, and problem solving practices and to enabling students to construct heuristics. The fixed multimedia pages, used in learning management systems like WebCT, are not the most suitable mean for passing on procedural knowledge, and commonly used multiple-choice tests are hard to be defined with the aim to evaluate student’s level of procedural knowledge, not only outputs of its application. The purpose of the paper is to analyze the possibilities of teaching and learning procedural knowledge in relation to the research results in the field of knowledge representation and processing, especially for the case of teaching higher mathematics through modern e-learning technologies. We discuss the ways of stimulation students’ thinking, context interpretation, problem-solving technique selection and application by exposing the students to under-defined or partially specified tasks in e-courses of mathematics.