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p-Index From 2021 - 2026
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All Journal COMPETITIVE: Journal of Education DIROSAT: Journal of Education, Social Sciences & Humanities
Mohamed Khaldi
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Symbiotic Evolution: The Inextricable Relation between the Web and E-Learning Lamya Anoir; Mohamed Khaldi; Mohamed Erradi
DIROSAT: Journal of Education, Social Sciences & Humanities Vol. 2 No. 1 (2024): Innovation in Education and Social Sciences Research
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/dirosat.v2i1.65

Abstract

This article explores the strong relation between the evolution of the Web and that of e-learning. From the modest beginnings of e-learning, the Web has played a key role in widening access to education on a global scale. The emergence of online educational platforms, increased interactivity, adaptability thanks to artificial intelligence, mobility and accessibility have redefined e-learning. However, challenges remain, including online security and unequal access. In conclusion, the symbiosis between the Web and e-learning offers immense potential for the future of education, demonstrating the capacity of technological progress to transform our teaching methods.
A Reference Framework for Adaptive Learning: From Pedagogical Foundations to Evaluation Yaqine, Kawtar; Mohammed Sefian Lamarti; Mohamed Khaldi
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.233

Abstract

This paper aims to establish a comprehensive reference framework for adaptive and personalized learning systems, addressing the disconnect often found between computational architectures and educational theory. The study begins by clarifying the conceptual landscape, distinguishing between adaptive learning, personalized learning, and intelligent tutoring systems. Adopting a theoretical synthesis approach, we examine how foundational pedagogical theories, specifically constructivism, experiential learning, and Self-Regulated Learning (SRL), can be effectively operationalized within computational models. We further analyze critical dimensions of adaptation, including content delivery, activity selection, learning paths, and feedback mechanisms. The resulting framework integrates these elements to define essential quality criteria for system evaluation: efficacy, student engagement, equity, and the management of cognitive load. We conclude that successful adaptive environments require a holistic design where algorithmic strategies are strictly guided by epistemological foundations, ensuring that technical sophistication serves to enhance, rather than obscure, the learning experience.
Co-Authors Lamya Anoir Mohamed Erradi Mohammed Sefian Lamarti Yaqine, Kawtar