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The importance of intelligent tutoring systems has rapidly increased in past decades. There has been an exponential growth in the number of ends users that can be addressed as well as in technological development of the environments, which makes it more sophisticated and easily implementable. In the introduction, the paper offers a brief overview of intelligent tutoring systems. It then focuses on two types that have been designed for education of students in the tertiary sector. The systems use elements of adaptivity in order to accommodate as many users as possible. They serve both as a support of presence lessons and, primarily, as the main educational environment for students in the distance form of studies – e-learning. The systems are described from the point of view of their functionalities and typical features that show their differences. The authors conclude with an attempt to choose the best features of each system, which would lead to creation of an even more sophisticated intelligent tutoring system for e-learning.

E-learning evaluation as one of the phases of an e-learning project is rather often the one of the least importance to the developers of e-learning courses. In many cases we can find it performed through the simple means of a student evaluation questionnaire, despite the fact that such a complex matter can hardly be evaluated from just one point of view. This paper deals with a design of a complex model of evaluation with a special attention to adaptive e-learning courses which provide students with personalized/tailored instruction and the importance of which has nowadays indisputable growing tendency. As there are many elements interacting in the process of e-learning instruction, there are also numerous points of view and aspects to be considered within its evaluation. When designing the model of evaluation, we have chosen a systematic approach, defining first all of the interacting elements and determining evaluation aspects and methods of their analysis. Our conclusions presented in this paper are based on the recommendations of experts in pedagogy and didactics, as well as the best practices of e-learning courses design and development.

Περιέχει το πλήρες κείμενο This contribution deals with the proposal on a new learning model based on individual learning styles of students. It consists of three parts – The Student Module, Virtual Teacher Module and Adaptive Module. Within the Student Module, the groups of mutually independent characteristics of students have been proposed influencing the learning process. The stated characteristics can be considered at the development of the electronic learning environment. The Virtual Teacher Module describes the designed procedures of education depending on individual characteristics of students. The Adaptive Module is represented by algorithms which select the optimum study material for individual types of students. The contribution involves a pilot description of the proposed structure, including the description of learning styles analysis and its results, and finally, the next gradual development of the issue being resolved is formulated here.

Περιέχει το πλήρες κείμενο In the project Theoretical concepts, sources and technical background of e-learning we want to explore the possibilities how to transfer the teaching aids created within the sixties up to the nineties into electronic version and to evaluate the efficiency of the procedure. In the paper we present partial results of our project. The methodology of transformation can help authors of (not only e-learning) study materials, they may benefit from the old instructional programmes.

Περιέχει το πλήρες κείμενο Nowadays we can witness an incredibly fast progress in information and communication technologies, which has brought about a wide variety of possibilities in education. As regards creating and using multimedia prompts in communication between learners and teachers, it is, in particular, e-learning technologies that play an essential part in distance education. While creating courses of the type, which is a part of e-learning, it is possible to select various software settings such as Learning Space, WebCT, and the like. By means of these products we can prepare appropriate learning prompts such as texts, hypertexts, problems with or without solution, tests and so on. Let us present a sample part of courses generated in the product of Learning Space at Ostrava University.