Open Access

Downloads

Download data is not yet available.

Abstract

In e-Learning, the face-to-face communication between instructors and learners are more limited than in traditional learning form. This causes difficulties for the teaching and learning process. Besides, the developing learning materials in the conventional way are also becoming less and less effective to learners. Therefore, building the productive learning contents is one of the main problems for e-Learning systems. In this paper, we deal with the development of learning contents and propose a mathematical model as pedagogical domain knowledge for e-Learning, called Knowledge Graph. Based on pedagogical and teaching analyses, Knowledge Graph is able to ensure logical and complete qualities for necessary standard knowledge of a given curriculum. Especially, the model is useful for undergraduate education in the developing countries such as Vietnam, where the training context needs strong content knowledge, and good procedures for the building of training programs and curricula. It can help educational administrators, pedagogical experts, and instructors to design high quality teaching and learning materials .



Author's Affiliation
Article Details

Issue: Vol 14 No 1 (2011)
Page No.: 14-34
Published: Mar 30, 2011
Section: Natural Sciences - Research article
DOI: https://doi.org/10.32508/stdj.v14i1.1881

 Copyright Info

Creative Commons License

Copyright: The Authors. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 4.0., which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 How to Cite
Le, L., Nguyen, T., Nguyen, T., Tran, H., & Hunger, A. (2011). PEDAGOGICAL DOMAIN KNOWLEDGE FOR E-LEARNING. Science and Technology Development Journal, 14(1), 14-34. https://doi.org/https://doi.org/10.32508/stdj.v14i1.1881

 Cited by



Article level Metrics by Paperbuzz/Impactstory
Article level Metrics by Altmetrics

 Article Statistics
HTML = 803 times
Download PDF   = 442 times
Total   = 442 times