Mostrar el registro sencillo del ítem

dc.creatorGonzález-Palacio L.
dc.creatorCuatindioy J.
dc.creatorGonzález-Palacio M.
dc.creatorLuna M.
dc.creatorPabón H.J.O.
dc.creatorBedoya J.A.
dc.date2019
dc.date.accessioned2020-04-29T14:54:00Z
dc.date.available2020-04-29T14:54:00Z
dc.identifier.isbn9789899843493
dc.identifier.issn21660727
dc.identifier.urihttp://hdl.handle.net/11407/5784
dc.descriptionThis paper presents the results of the co-creation stage of adaptive components for e-learning platform, focusing on learning styles. The co-creation is considered the methodology that allows to identify the adaptability requirements for virtual learning processes, within a macro project supported by research and government entities of Antioquia, which have interest in improving the education indexes of their people and have identified virtual education as a facilitator in the scope of these social purposes. © 2019 AISTI.
dc.language.isospa
dc.publisherIEEE Computer Society
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85070106191&doi=10.23919%2fCISTI.2019.8760858&partnerID=40&md5=a9833770762a5d7a4bb089e47ef2dbf8
dc.sourceIberian Conference on Information Systems and Technologies, CISTI
dc.subjectAdaptative component
dc.subjectE-learning plataform
dc.subjectLearning styles
dc.subjectInformation systems
dc.subjectInformation use
dc.subjectAdaptative component
dc.subjectAdaptive components
dc.subjectE-learning platforms
dc.subjectGovernment entities
dc.subjectLearning Style
dc.subjectVirtual education
dc.subjectVirtual learning
dc.subjectVirtual platform
dc.subjectE-learning
dc.titleCocreation of adaptative components for a virtual platform based on learning styles [Cocreando componentes adaptativos para una plataforma virtual basados en estilos de aprendizaje]
dc.typeConference Papereng
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.publisher.programIngeniería de Sistemas; Ingeniería de Telecomunicaciones;Ingeniería en Energía
dc.identifier.doi10.23919/CISTI.2019.8760858
dc.relation.citationvolume2019-June
dc.publisher.facultyFacultad de Ingenierías
dc.affiliationGonzález-Palacio, L., Ingeniería de Sistemas, Universidad de Medellín, Medellín, Colombia; Cuatindioy, J., Ingeniería de Telecomunicaciones, Universidad de Medellín, Medellín, Colombia; González-Palacio, M., Ingeniería de Telecomunicaciones, Universidad de Medellín, Medellín, Colombia; Luna, M., Ingeniería en Energía, Universidad de Medellín, Medellín, Colombia; Pabón, H.J.O., Ingeniería de Sistemas, Universidad de Medellín, Medellín, Colombia; Bedoya, J.A., Ciencias Básicas, Universidad de Medellín, Medellín, Colombia
dc.relation.referencesAretio, L.G., (2001) La Educación A Distancia, , De la Teoría a la Práctica. Barcelona, Editorial Ariel
dc.relation.referencesDuart, J., Sangrá, A., (2004) Aprender en la Virtualidad, , Gedisa
dc.relation.referencesGarcía, F., Componente adaptativo para equilibrar estilos de aprendizaje verbal, utilizando estrategias de aprendizaje en la plataforma Moodle (2014) Cartagena
dc.relation.referencesReyes, N., Motivación del estudiante y los entornos virtuales de aprendizaje (2011) Conferencia Internacional ICDE 2011, , Buenos Aires, Argentina
dc.relation.referencesClément, R., Dörnyei, Z., Noels, K.A., Motivation, self-confidence, and group cohesion in the foreign language classroom (1994) Language Learning, 44, p. 417
dc.relation.referencesTosina, R.Y., Díaz, L.A., Blázquez, F., La eevaluación de aprendizajes en educación superior a través de aulas virtuales síncronas (2012) Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, pp. 159-167
dc.relation.referencesMoore, M.G., Kearsley, G., (2011) Distance Education: A Systems View of Online Learning, , Cengage Learning
dc.relation.referencesPoy, R., Gonzales, A., Factores de éxito de los MOOC: algunas consideraciones críticas (2014) RISTI-Revista Ibérica de Sistemas e Tecnologias de Informação, pp. 105-118
dc.relation.referencesYang, D., Sinha, T., Adamson, D., Rose, C.P., Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses (2013) Proceedings of the 2013 NIPS Data-Driven Education Workshop, p. 14
dc.relation.referencesLee, Y., Choi, J., A review of online course dropout research: Implications for practice and future research (2011) Educational Technology Research and Development, 59, pp. 593-618
dc.relation.referencesHart, C., Factors associated with student persistence in an online program of study: A review of the literature (2012) Journal of Interactive Online Learning, 11, pp. 19-42
dc.relation.referencesCoppola, N.W., Starr Roxanne Hiltz, N.G.R., Becoming a virtual professor: Pedagogical roles and asynchronous learning networks (2002) Journal of Management Information Systems, 18, pp. 169-189
dc.relation.referencesGassmann, O., Enkel, E., Towards a theory of open innovation: Three core process archetypes (2004) R&D Management Conference (RADMA), , Lisboa, Portugal
dc.relation.referencesDodero, J.M., Fernández, C., Sanz, D., An experience on students' participation in blended vs. Online styles of learning (2003) ACM SIGCSE Bulletin, 35, pp. 39-42
dc.relation.referencesColchester, K., Hagras, H., Alghazzawi, D., Aldabbagh, G., A survey of artificial intelligence techniques employed for adaptive educational systems within e-learning platforms (2017) Journal of Artificial Intelligence and Soft Computing Research, 7, pp. 47-64
dc.relation.referencesRoa, J., Gramajo, S.D., Vigil, R., Ramírez, R., Karanik, M.J., Pérez, J., Mejora de la plataforma de elearning Moodle utilizando redes neuronales (2005) I Jornadas de Educación en Informática y TICs en Argentina
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.type.driverinfo:eu-repo/semantics/article


Ficheros en el ítem

FicherosTamañoFormatoVer

No hay ficheros asociados a este ítem.

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem