Adaptive Coherence Information as an Approach to facilitate the Comprehension of Online Learning Courses

Abstract

Knowledge acquisition with online learning courses is mostly a matter of reading texts on a display. Understanding the text might be more problematic than in a book because of the possible gaps which could be produced by jumps to remote pages. Building an inadequate mental model might be a more probable danger for readers with little or no background knowledge because they do not have sufficient substitutions for lacking actual coherent information. This situation could be prevented by an adaptive feature that supports the user with additional information. We plan to examine the effectiveness and efficiency of an additional adaptive coherence information.