January 2012 Volume 15 Number 1 - Educational Technology ...

separately, but as integrated components of an iterative and dynamic process of developing an adaptive e-education
system.
Figure 1. Phases in developing personalized e-education systems
Data for this analysis come from a testing sample of 318 undergraduate students at the University of Belgrade,
Faculty of Organizational Sciences. Experimental group consisted of 218 and control group consisted of 100
students.
Methods and procedure
1. Defining e-personalization goals and models:
The main goal of this study was to implement an adaptive e-learning system. The substantial part of the research was
realized through dividing students who attend our e-learning courses into different clusters according to their
learning styles.
2. Collecting data about students for course personalization
Data about the students are collected from two sources: the questionnaire and the introductory course.
I phase - Questionnaire
Due to the personalization process constraints, not only in relation to the courses, but also to the distance education
system itself, we designed a questionnaire according to the FSLSM. Main constraints are related to: time limit (only
one semester for course), not having enough data about all students’ characteristics, big number of students, variety
of different topics, materials, and e-learning course activities. In order to overcome these problems it was decided to
formulate the questions so as to represent the four FSLSM dimensions of learning styles. The FSLSM dimensions
are then connected to the functionality of the Moodle to enable easier implementation in a real system.
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