DOI :10.26650/B/ET06.2020.011.10   IUP :10.26650/B/ET06.2020.011.10    Full Text (PDF)

Intelligent Tutoring of Learners In E-learning Systems and Massive Open Online Courses (Mooc)

Yacine LafifiAsma BoudrıaAtef LafıfıMoadh Cheraıtıa

In the last few years, many terms related to learning environments have emerged. Each one of these terms is distinguished by a set of criteria such as the target audience, the duration of learning, the type and nature of the educational content, the manner of dissemination of knowledge, etc. Among problems encountered in these environments, the lack of support for learners seems to be a serious problem that requires special attention. Tutoring can be seen as a good solution for this problem; it consists of giving assistance to learners who are in need for help. Regardless the nature of this assistance (pedagogical, social, etc.), it can be delivered in many forms: advice, guidance or even recommendation. If tutoring has been applied for a long time in traditional e-learning environments, its application in new systems such as Massive Open Online Courses (MOOC) is still under study. In fact, a considerable number of studies driven on MOOCs had reported the problem of learners’ dropout. Several reasons can be listed as causes of such a problem. Among these reasons, we can find learners’ isolation as well as learners’ loss of motivation. This same problem has been reported by researchers working in the field of Computer-based Environments for Human Learning. In this article, we propose a new vision on how to apply an intelligent tutoring process in human learning systems in general and in MOOCs in particular. This new vision is based on the behaviors and skills of learners. This activity can take many forms and can be carried out by different types of actors (teachers, learners, etc.).


  • Bakki, A., Oubahssi, L., Cherkaoui, C., George, S., & Mammass, D. (2015). MOOC: Assister les enseignants dans l’intégration des ressorts de motivation dans les scénarios pédagogiques. 7éme Conférence sur les Environnements Informatiques pour l’Apprentissage Humain (EIAH 2015), Agadir, Morocco. pp.450-452. google scholar
  • Bendjebar, S., Lafifi, Y., Zedadra, A. (2016). Automatic Detection of Tutoring Styles Based on Tutors’ Behavior. International Journal of Distance Education Technologies, IJDET, 14(2): 79-97 google scholar
  • Boyatt, R., Joy, M., Rocks, C., Sinclair, J. (2014). What (use) is a MOOC? L. Uden et al. (eds.), The 2nd International Workshop on Learning Technology for Education in Cloud. Springer Proceedings in Complexity. Springer, Dordrecht google scholar
  • Clerc, F., Lefevre, M., Guin, N., & Marty, J. C. (2015). Mise en place de la personnalisation dans le cadre des MOOCs. In 7ème Conférence sur les Environnements Informatiques pour l’Apprentissage Humain (EIAH 2015) (pp. 144-155), Agadir, Morocco. google scholar
  • Collet, C., Seereekissoon, R., Abotsi, I., Michaud-Maret, M., Scius-Bertrand, A., Tillich, E. and Parrend, P. (2017). POEM-COPA Collaborative Open Peer Assessment. In: Bourgine P., Collet P., Parrend P. (eds.) First Complex Systems Digital Campus World E-Conference 2015. Springer Proceedings in Complexity. Springer, Cham. google scholar
  • Jordan, K. (2014). Initial Trends in Enrolment and Completion of Massive Open Online Courses. International Review of Research in Open and Distance Learning, 15(1), 133–160. google scholar
  • Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, pp. 45-58., 2014 google scholar
  • Khalil, M., & Ebner, M. (2016). What can Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy. Springer. Accepted, in print. google scholar
  • Lafifi, Y., Azzouz, K., Faci, H., Herkas, W. (2010). Dynamic Management of Tutor’s Roles in an Online Learning System. International Journal of Learning Technology (IJLT), InderScience Publication, Vol 5, N 2, pp. 103-129. google scholar
  • Lefevre, M., Guin, N., Marty, J. C., & Clerc, F. (2016). Supporting Teaching Teams in Personalizing MOOCs Course Paths. In European Conference on Technology Enhanced Learning (pp. 605-609). Springer International Publishing. 2016. google scholar
  • Mangenot, F. (2014). MOOC: hypothèses sur l’engouement pour un objet mal identifié. Distances et médiations des savoirs. Distance and Mediation of Knowledge, 2(7). 2014. google scholar
  • Zhang, Q., Peck, K.L., Hristova, A. (2016). Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?. Education Tech Research Dev, 64(4): 809. doi:10.1007/s11423-016-9439- google scholar


Istanbul University Press aims to contribute to the dissemination of ever growing scientific knowledge through publication of high quality scientific journals and books in accordance with the international publishing standards and ethics. Istanbul University Press follows an open access, non-commercial, scholarly publishing.