Applying multi-intelligent adaptive hypermedia to online learning

Applying Multi-Intelligent Adaptive Hypermedia to Online Learning combines adaptive hypermedia and asynchronous Web communication technologies with the cognitive Theory of Multiple Intelligences and educational methodologies to prototype and evaluate a novel approach to online learning through customized content presentation by characterizing learners in terms of their most developed intelligences. While the Theory of Multiple Intelligences has been used successfully in classroom environments, demonstrating that learners benefit from multiple entry points and multiple representations of material, this study examines whether the Theory of Multiple Intelligences can be applied in a similar manner to an online learning environment. Can the cognitive Theory of Multiple Intelligences be used to support adaptation in an online learning environment? This is the research question underlying the study, conducted in three stages: user characterization and understanding goals, development of prototype adaptive hypermedia framework and learning modules, and formative evaluation of prototype. The entire study was conducted online via a Web-based framework developed for the purposes of the study. The study involved determining the three most developed intelligences for 19 males and 15 females from seven states and Canada. Representing a range of most developed intelligences and technical backgrounds, participants ranged in age from 17 to 57. Adaptive text presentation and adaptive multimedia presentation modify prototype learning module content based on a stereotype user model, characterizing users by their technical background and most developed intelligences. Implementing the educational methodologies of the Entry Point Framework and multiple representations of subject matter, the prototype learning modules use explanation and page variants as the adaptive hypermedia content adaptation method and technique. The formative evaluation indicates that further application of the Theory of Multiple Intelligences, the Entry Point Framework, multiple representations, and the Teaching for Understanding Framework will improve the prototype, offering rich multi-intelligent adaptive hypermedia content presentations and moving toward an implementation of “anytime, anywhere, anyone, anyhow” online learning.

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