This article discusses the theory of psycho-educational criteria of the learner as a means of hypermedia educational system adaptation. To measure learning preferences, several adaptive systems take into account individual differences particularly, the "learning style" and "style of thought". These concepts refer to a set of pipes and strategies on how to manage and organize information. Howeve...

Learner modelling is a process consisting of collecting information explicitly from users and inferring some data from the learner activity. This information is basic for recommending resources as well as to predict performance. There are open issues when it comes to integrate in standards-based user models that information, which covers learning styles, competences, affective states, interacti...

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to iGoogle g...

In the field of personalized systems big role is granted to the adaptive elearning environments. The task of these systems is very important and complicated. With their participation the learner gains exactly the knowledge he needs most, and the system adapts to user needs, expectations and his individual features. In this kind of systems information about learner is saved in the learner model ...

The formal expression of pro positional attitudes, especially when nested (iterated), is an important problem for A I . An interesting first-order extensional logical system for such expression has been proposed by Creary. In this system concepts (and concepts of concepts, etc.) are made explicit. The system includes "concept functions", which are special functions which act on and deliver conc...

All formal eLearning programmes exist within an organisational context, such as within a university, a corporation or a virtual learning institute. The organisational context is both the enabler and the constraining force for eLearning courses. It poses constraints on the pedagogical model, namely by imposing corporate views on course philosophy, as well as learning models and strategies. The o...