MeL: a dynamic adaptive model of the learning process in eLearning.

  • Miguel Sanchez-Santillan Universidad de Oviedo
  • MPuerto Paule-Ruiz Universidad de Oviedo
  • Rebeca Cerezo Universidad de Oviedo
  • Víctor Alvarez-Garcia Murdoch University
Keywords: E-learning, adaptive hypermedia, self regulated learning, learning management systems, higher education


The use of the Internet has been progressively integrated into our daily lives. This has also been true for all levels of education, where virtual learning environments have been the means by which teachers, students and educational institutions managed and distributed educational experiences. However, the present design of these systems make students have difficulties in deploying their meta-cognitive skills, in addition to producing a cognitive overload due to an inadequate content organization and navigation. Thus, it is necessary to provide learning platforms with a process that allows for the adaptation of these systems to students’ characteristics, needs and context in order to enhance the teaching-learning process. This paper describes an adaptive model for Learning Management Systems (LMSs) that using variables central to the learning process allows for the application of adaptive rules to the different types of contents and knowledge to be transferred and acquired. In practice, the resulting model allows to develop adaptive courses that support and promote learning and self-regulation in virtual learning environments


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Author Biographies

Miguel Sanchez-Santillan, Universidad de Oviedo
Departamento de Informática
MPuerto Paule-Ruiz, Universidad de Oviedo
Departamento de Informática
Rebeca Cerezo, Universidad de Oviedo
Departamento de Psicología
Víctor Alvarez-Garcia, Murdoch University
Chancellery (Learning and Teaching)


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How to Cite
Sanchez-Santillan, M., Paule-Ruiz, M., Cerezo, R., & Alvarez-Garcia, V. (2015). MeL: a dynamic adaptive model of the learning process in eLearning. Anales De Psicología / Annals of Psychology, 32(1), 106-114.
Developmental and Educational Psychology