Adaptive Blended Learning Platform based on the 4Cs Architecture

Iraklis Katsaris

, Ilias Logothetis, Konstantinos Katsios and Nikolaos Vidakis

Department of electrical and Computer Engineering, Hellenic Mediterranean University, Stauromenos, Heraklion, Greece

Keywords: Blended Learning, Adaptive Learning, Platform’s Architecture, Education, Bloom’s Taxonomy, Developing

4Cs.

Abstract: In recent years institutions try to adapt their courses based on the students' needs. Research is focused on what

data to extract from students and how to use them to provide personalized learning material. This article

introduces the architecture of an Adaptive Blended Learning Platform that aims to help students develop 4Cs.

The suggested platform is based on the principles of Bloom’s Taxonomy, the Felder-Silverman Learning

Styles Model and Blended Learning. A simple interface is provided to the teacher to create and manage

courses and classroom material. Additionally, through the platform personalized worksheets for a selected

course are created. For the creation of such worksheets an algorithm acts as an assistant to the teacher that

suggests which learning objects suit each student better. Finally, the materials available to students consist of

digital and non-digital tools to make them more active and to stimulate their interest, such as activities,

exercises and games that can be practiced both at classroom and at home.

1 INTRODUCTION

Traditional methods of teaching in schools need to be

modernized and adapted to the context of 21st-

century society. Adaptive and Blended learning

methods are some of the modern approaches in the

field of education. Research shows that the use of

different educational methods combined with

technology creates a more positive attitude towards

the learning process and at the same time motivates

students to increase their grades (Abdul Latif &

Lajiman, 2011). The curriculum often consists of a

sole textbook that teachers are required to consult

although many times this does not suffice to

correspond to the diversity of a classroom. Nowadays

we move away from the norm "one size fits all" and

attempt to create courses compatible with the needs

and preferences of each student.

As Kolb (1984) states, each person learns

differently, so it is not appropriate to follow a specific

learning sequence. Adaptive learning is characterized

by the educational process of receiving data on the

knowledge, learning style, learning tools, and of

assessing each student. According to these data, this

learning method tries to adapt the educational process

https://orcid.org/0000-0003-1410-0822

https://orcid.org/0000-0003-0726-8627

to the needs and preferences of each student (Morze

et al., 2021). Teachers can contribute to the

integration of educational theories and give directions

for a more personalized learning process in order to

improve the content and the quality of a lesson. The

evolution of technology has enabled the creation of

many adaptive e-learning platforms that support

Learning Styles for the personalization of the learning

process (Katsaris & Vidakis, 2021). A learning

system tailored to each student's needs and learning

style provides additional motivation to help them

reach their full potential (Popescu et al., 2009).

Besides the educational theories, there are

cognitive theories that can be incorporated in the

learning process. Such a theory is the Revised

Bloom’s Taxonomy (RBT) that describes a

framework for the classification of learning

objectives (Krathwohl, 2002). This framework

provides six cognitive levels which are used for the

learning session design and guides students from

lower order (remembering, understanding) to higher

order (applying, analyzing, evaluating and creating)

thinking skills.

For the development of the aforementioned higher

order thinking skills the widely known 4Cs of 21st-

Katsaris, I., Logothetis, I., Katsios, K. and Vidakis, N.

Adaptive Blended Learning Platform based on the 4Cs Architecture.

DOI: 10.5220/0010998700003182

In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 2, pages 251-259

ISBN: 978-989-758-562-3; ISSN: 2184-5026

251

century skills can be of assistance. These skills

include:

Critical Thinking and Problem Solving: In this

process, students discover hypothetical solutions to a

problem and by processing those solutions they

culminate in the most effective (Butler, 2012).

Communication: Communication constitutes an

individual's ability to understand, share, and

communicate thoughts, ideas, questions and solutions

through written or oral speech (Pheeraphan, 2013).

Collaboration: It is an individual's ability to

respect and cooperate with other individuals

(Pheeraphan, 2013). Students work on a project

towards achieving a goal while creating new

knowledge through this process (Sharratt, L. &

Planche, 2016).

Creativity: Creative thinking enables humans to

be able to produce a variety of ideas, have flexibility,

and be able to provide solutions to various daily life

problems (Yuliati & Lestari, 2018).

According to the ‘Partnership for 21st Century

Skills’ (P21, 2015b), every child in America, in order

to succeed as an effective citizen, employee, or even

a leader, should be equipped with the skills of the 21st

century.

Pedagogical methods nowadays use technology to

improve the learning process, combining both

traditional methods and software and aiming at the

involvement of students to a great extent (Nikolaos

Vidakis et al., 2017). Blended learning consists of two

main “components”: face-to-face instruction and

computer-mediated instruction to create a

personalized educational process which will facilitate

students' learning (Horn & Staker, 2011). The

blended learning method provides several advantages

such as increased flexibility in student learning and

increased student control in their learning

environment (Horn & Fisher, 2017). This can result

in students becoming more actively involved in the

lesson, more efficient, and discovering the teaching

method that suits them best (Liu et al., 2016; Zaharah

Hussin et al., 2015). An implementation of blended

learning is the flipped classroom method that incites

a student to study at home and solve questions and

exercise the studied content in the classroom (Huang

& Hong, 2016).

In a previous study about Adaptive e-learning

systems through learning styles (Katsaris & Vidakis,

2021) we observed that most Adaptive systems do not

follow a pedagogical theory and the majority of

research is conducted in higher education. As a result

and based on the main principles of the IOLAOS’

architecture (Vidakis et al., 2015) we developed an

educational platform incorporating the principles of

Bloom’s Taxonomy, the Felder-Silverman Learning

Styles Model and Blended Learning in order to

maturate the 4Cs of students, aiming to support the

lower levels of education (primary school).

2 RESEARCH BACKGROUND

An important element of Blended learning is

personalized education. As the teacher has

acknowledged the difficulties and weaknesses of the

students, he/she is capable of providing them with

appropriate assistance through targeted exercises.

The main goal of this method is to allocate

personalized education to the students by means of

home learning. Regarding the systems that will

support the adaptive blended learning platform, many

research proposals differ significantly from each

other, but all of them offer personalized learning

opportunities to the students and direct information to

the teacher.

Modern blended learning platforms offer the

ability to personalize education through targeted

exercises and activities such as that of Mohamed &

Lamia, (2018) which is focused on mathematics and

logic subjects/lessons. The use of the flipped

classroom enabled students to use their time at home

to study key concepts and then the teacher managed

to focus on developing 4Cs through the problem-

based learning method. As a result, students

performed better, needed less time and less mental

effort to find solutions to problems.

In another attempt at higher education

(Kakosimos, 2015) micro-adaptive instruction

methodology was applied using behavioural data,

self-assessment and performance information of

students. Accordingly, the students demonstrated an

increasing efficiency in the fields of perception,

engagement, motivation and an overall improvement

towards the control group.

Lai & Hwang, (2016) tried to explore the potential

of the adaptive flipped classroom by initially

assigning study material and quizzes for home study.

Then, they created a self-regulated learning system

that contains four (4) groups: an out-of-class learning

system, a self-regulated monitoring system, a teacher

management system and a database. The

differentiation and the innovation they achieved is

that each student can set his/her learning goals and

evaluate his/her learning performance before and

after the courses. Teachers can track their students'

performance, while the platform provides them with

analysis based on the teacher’s criteria of self-

regulation and the students’ learning logs from the

CSEDU 2022 - 14th International Conference on Computer Supported Education

252

out-of-class studying and the self-regulated

monitoring system.

Respectively, in other efforts emphasis was given

to the development of motivation of students such as

in Lamia et al. (2019). The Flipped classroom method

was invoked based on the Context-Aware mobile

learning system (FC-CAMLS) on the English

Linguistics module. The results of the study showed

positive effects on students' learning outcomes, skills

and motivation.

In addition, the study by Gunawan et al., (2020)

created an Intelligent Tutoring System that supports

blended learning to assist secondary science teachers

in creating innovative course plans. Through this

system basic skills are organized into a common

learning theme, students develop higher order

thinking skills and become more active in learning.

Furthermore, it allows the development of higher-

order thinking skills and perceived assessment

patterns fitting in learning.

Finally, an interesting suggestion from Alsowat,

(2016) is to differentiate the platform into two levels

based on Bloom’s taxonomy. The first is related to

lower-order thinking skills and takes place outside of

school, while the second concerns the higher-order

thinking skills taking place inside school. As a result

of their effort, students extended their engagement in

the classroom and their overall satisfaction.

This study indicates that students prefer

autonomous learning that involves technology over

the traditional techniques. Additionally, it expounds

that student activity in the classroom is derived

through the way teaching is carried out.

Objective

The main purpose of the platform is: (a) to create an

innovative theoretical educational model combining

the RBT, adaptive and blended learning theories; and

thus, to provide teachers with a fast and flexible way

of preparing courses and (b) the innovative theoretical

educational model will be supported by a digital

platform that will enable the teacher to create

individual worksheets for each student based on

his/her learning style and cognitive level. At the same

time, the worksheets generated by the platform will

help students to develop 4Cs in a Blended Learning

environment.

Specifically, the objectives of the platform are:

 Personalize each student’s worksheets based

on their needs.

 Provide the opportunity for each student to

develop new skills.

 Allow students to continue learning after

school hours.

 Assist the teacher to create personalized

worksheets based on a selected learning

subject.

 Monitor the students’ progress by the teacher.

3 THEORETICAL FRAMEWORK

The system aims for the creation of Adaptive Blended

Learning Worksheets that will encourage learners to

develop low and high order thinking skills. Figure 1

presents the basic concept of the platform. It is a

student-centred approach that attaches importance to

the abilities, inclinations and needs of each

individual.

Figure 1: Theoretical Framework.

The framework allows the learning process to

continue from school to home and vice versa. Finally,

several parameters, methods and tools are used to

produce personalized worksheets, like learning

styles, user profile, learning tools and learning

subjects.

The main features of the innovative theoretical

educational model of the platform are Blended

Learning, Adaptive Learning and 4Cs. Blended

Learning was chosen to provide an agile approach to

the lesson. The second feature is adaptability. A

unique learning path containing a combination of

exercises, activities and assessments reflecting the

needs and preferences of a student can elevate the

learning process. The third feature is the effort to

develop 4Cs through teaching. Students should

develop knowledge and be able to apply it to

Adaptive Blended Learning Platform based on the 4Cs Architecture

253

Figure 2: Architecture.

everyday problems. In this framework, 4Cs growth is

achieved through high order thinking skills of RBT.

These principles will be implemented on a digital

platform that students and teachers will use for an

innovative personalized learning experience. The

platform will provide a simple interface for the

teacher to create worksheets and make suggestions

about the learning objects each worksheet should

include. Students will be able to access all their

worksheets from a common interface that will allow

them to complete their homework and collaborate

with each other if necessary.

3.1 Platform Architecture Supporting

the Theoretical Framework

Figure 2 illustrates the architecture of the platform. It

is separated into five components that hold the

information necessary for the creation of a worksheet,

a component responsible for the generation of the

worksheets, and AI algorithms that will be used for

the student’s user profile. In the following paragraphs

we describe each component in detail.

3.1.1 Learning Subject

This component is responsible for the information

required during the creation and selection of a

learning subject. Learning components includes the

information of the learning syllabus, thematic

learning areas, sub-areas and finally the learning

chapter. This information is hierarchically organized

in a manner that each learning syllabus contains the

thematic learning areas, a subset of thematic learning

sub-areas and so on. For instance, if teachers choose

the course syllabus of the sixth grade they will have

the option to select the thematic learning area of

maths that corresponds to that grade; in the thematic

learning sub-area, the decimal sub-area can be found

as it is included on the sixth grade maths curriculum,

and finally the subtraction of decimal numbers can be

selected as the thematic learning chapter.

3.1.2 Learning Methods

Learning Methods comprise the six cognitive levels

of RBT (remembering, understanding, applying,

analysing, evaluating and creating) and the types of

activities each level contains. The purpose of this

CSEDU 2022 - 14th International Conference on Computer Supported Education

254

component is to filter the Learning Tools based not

only on the teacher’s choices but also on students’

preferences and abilities.

3.1.3 Learning Tools

Learning tools’ component represents methods, types

and assistance for the creation of learning objects.

They are mainly divided into non-digital and digital.

The former are related to traditional education and are

connected to activities (In classroom) such as

STEAM challenges, while the latter capitalizes on the

advancements of technology (out-of-classroom).

Each learning tool contains tags so that learning style

preferences and cognitive level can be identified by

them. Furthermore, learning objects have tags,

indicating the learning subject, the difficulty level of

the activity and necessary information that is required

by learning objects (title, duration, and more).

Learning tools will be able to collect information

about the student's progress and behaviour so that the

platform can perform data analysis with the intention

to update the user profile of the learner and provide

better personalized content in the future. In case of

non-digital learning objects the information retrieval

will be field in by the teacher.

3.1.4 User Profile

User profile is maybe the most crucial component of

the platform, as it includes the information about the

user’s preferences, performance and behaviour. This

component provides the core features to assemble the

adaptivity in the platform. The user profile will be

updated each time the student completes a worksheet

to ensure that the student will always receive

worksheets that correspond to their current needs. An

important element of the user profile module is to

provide suitable material and feedback, after each

activity, to the learner. The feedback is implemented

in the form of a rating system in an effort to be short

and easy to complete; a small form in which the

learner can provide more information about the

experience of the activities is also available as an

optional step. As designed, the initiation of the user

profile will contain demographic information about

the learner (name, grade, etc.) while the learner is also

invited to answer a questionnaire to set up the starting

learning style preferences.

3.1.5 Learning Styles

In this component the characteristics of Learning

Styles Theories and their respective questionnaires

are defined. It is designed as a separate component

and not embedded in the user profile to support more

Learning Styles in the future if necessary.

3.1.6 Worksheet Generation Engine

The first step of the worksheet generation engine is to

shorten the search range to the learning objects that

are compatible with the teacher’s selection. For this,

we query the learning objects (referred as LOs) and

retrieve a subset 𝑁



⊆𝐿𝑂𝑠 where “m” is the

Learning Method chosen by the teacher and “c” is the

course.

The second step is to filter the retrieved learning

objects ( 𝑁



⊆𝐿𝑂𝑠) to denote the most possible

matches for a user. In detail, we calculate the

similarity of the learning style as well as the distance

(dissimilarity) between 4Cs between each learning

object and the user profile. It is worth noted that we

prefer learning style similarity and 4Cs dissimilarity

to be high as this means that the user is comfortable

with the content of this learning object but needs to

work more on the respected 4Cs.

The third step is to find what the ratings and

scores other users similar to the user have for a

learning object. This is calculated by using

normalized cosine similarity between users.

Furthermore, we calculate with the same method the

ratings and scores the user to similar learning objects.

Each score retrieved from the previous steps is

used to calculate the final score represented the

suitability of the learning object to the user. We

calculate this score with the following equation:

𝑓







𝑐∗𝑤









𝑙∗𝑤









𝑠∗𝑤









𝑢∗𝑤





Where “c” is the 4Cs similarity, “l” is the learning

styles similarity, “s” is the average score of suitability

a learning object has from similar users, “u” is the

average score of suitability obtained by similar

learning objects completed by the user, and with a

corresponding weight “w” each one.

After each learning object has assigned a

suitability score, we group them based on the

Learning Method level. Then we recommend to the

user the learning object with the highest suitability

score from each group.

3.2 Roles

The platform offers a gradation of classification

levels into four roles (Figure 3) besides the

administrator role. This allows the separation of

functionalities into the qualified persons for each

task. Each role and their responsibilities are described

in detail below.

Adaptive Blended Learning Platform based on the 4Cs Architecture

255

Figure 3: User roles.

Student: The role of a student is to study and

complete worksheets. The student should be able to

use the platform to receive worksheets and read their

content as well as edit specific fields that the student

is invited to fill. When a student completes a

worksheet he/she should be able to provide feedback

on how difficult and enjoyable the worksheet was.

Teacher: The teacher should be able to create

worksheets or select from a list of predefined generic

worksheets. Additionally, for the creation of a

worksheet the teacher have permission to select and

use Learning Subjects and Learning Tools. Through

this process new learning objects can also be created.

Content Creator: The role of content creator is

to create new learning tools and learning subjects for

the platform. This role is filled by persons studying

the literature to extract innovative educational

techniques and to subsequently include them into the

platform as learning tools. Moreover, this role

undertakes the responsibility to check the updates on

the course syllabus and update the learning subjects

or add new ones accordingly.

Educational Expert: Educational experts should

validate the content provided by the content creators

and accept it as valid material for the platform or not.

Another responsibility of educational experts is to

create new learning methods and add new learning

styles in the platform.

3.3 Scenario of Use

This section describes an indicative scenario of use

based on the use case of figure 4 and the architecture

illustrated in figure 2. Our scenario describes two core

usage paths of the platform namely (a) Teacher set up

a virtual classroom and select the constituents for the

creation of individual worksheets for each student

based on his/her learning style and cognitive level and

(b) students logs in the platform to participate in the

virtual classroom and complete the individual

worksheet. In more detail:

Teacher Set Up a Virtual Classroom: When a

teacher logs in the platform, he/she can create virtual

classrooms and assign by invitation students to

participate. Once students are assigned to the virtual

classroom the platform’s procedure that

communicate with the User profile module is initiated

to collect the students’ individual characteristics to be

used for the creation of the individual worksheets.

Teacher Selects the Constituents for the Creation

of Individual Worksheets: The teacher, through a

simple, step by step, predefined process selects the

learning area, sub-area or chapter desired to be taught.

Once this is selected the platform presents all suitable

learning objects for the specific chapter. The teacher

reviews the platform’s learning objects proposal for

assigning to students and make corrections if desired.

CSEDU 2022 - 14th International Conference on Computer Supported Education

256

Figure 4: Scenario of use.

Students Logs in the Platform: When students

collaborative student modeling by requesting the

student to fill out an Index of Learning Styles (ILS)

questionnaire in order to identify the student

preferences learning styles, so that their user profile

can be created. Students who have a user profile are

navigated into a screen where their virtual classrooms

are presented and currently active worksheets can be

selected and completed.

Each time students complete a worksheet they

are asked to provide feedback about how satisfied

they are and how difficult they found it. Furthermore,

while students are working on worksheets,

information about their performance is collected and

calculated. This information helps to keep track of the

students’ progress and preferences to update their

user profiles. Students' user profiles combined with

the learning choices of the teacher are used for the

creation of the personalized worksheets. Figure 4

shows the process of the core functionalities of the

platform.

Adaptive Blended Learning Platform based on the 4Cs Architecture

257

4 CONCLUSION - FUTURE

WORK

The Adaptive Blended Learning Platform is an effort

to create a useful tool for the teacher in the attempt to

modernize education. The platform aims to develop

4Cs skills that are considered particularly significant

for 21st-century students. The worksheet creation

process has been designed to be simple for teachers

to follow and review each step of the creation as they

are considered the experts in the educational

processes.

Moreover, we plan to support common

educational learning tools such as GameHub

(Barianos et al., 2021). It is important to have a

plethora of learning tools not only to cover the

preferences of students but also for the data that each

tool can provide. Gamification techniques has been

proven that can increase the quantity and quality of

data (Kalogiannakis et al., 2021).

The platform is currently at its first pilot

development phase and our goal is to be ready for

evaluation within the year. The evaluation of the

platform will be performed in primary and high

schools of the region of Crete, Greece.

ACKNOWLEDGEMENTS

Funded by GSRT-Greece matching funds for

European Projects 2019 - Building effective drug

prevention results across Europe, based on prevention

systems analysis and widespread professional

training - ASAP Training.

Icons made by Vectors Market, Flat Icons,

iconixar, Freepik from www.flaticon.com.

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