Who Runs the World: Data
Intelligent Tutoring of Learners In E-learning Systems and Massive Open Online Courses (Mooc)Yacine Lafifi, Asma Boudrıa, Atef Lafıfı, Moadh 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.).