Please use this identifier to cite or link to this item: https://scidar.kg.ac.rs/handle/123456789/13544
Title: Application of distance learning in mathematics through adaptive neuro-fuzzy learning method
Authors: Stojanovic Tosic J.
Petković D.
ALARIFI, IBRAHIM
Cao Y.
Denic N.
Ilic Zivojinovic J.
Assilzadeh H.
Resic S.
Petković B.
KHAN, AFRASYAB
Milickovic M.
Journal: Computers and Electrical Engineering
Issue Date: 1-Jul-2021
Abstract: The main aim of the study is analyzing of pupils’ knowledge in mathematics by adaptive neuro fuzzy inference system (ANFIS) after implementation of distance learning application or e-learning (electronic learning). Since a large number of faculties and other institutions are increasingly using e-learning, it can be stated that for this purpose the Modular object-oriented dynamic learning environment (Moodle) learning management system (LMS) is mostly used. This paper deals with the analysis of distance learning and the application of Moodle LMS in higher education institutions, taking into account the impact of such education on the quality of teaching and the acquisition of knowledge by students, and the methods teachers use in Serbia. The ANFIS is used to determine which factors are the most important for pupils’ performance in mathematics. The results show that the main influence on the pupils’ performance is their prior knowledge. The prior knowledge is more effective when it is combined with education software in the lectures of mathematics in elementary school. In secondary school, the prior knowledge is more effective if it is combined with motivation for learning mathematics.
URI: https://scidar.kg.ac.rs/handle/123456789/13544
Type: Article
DOI: 10.1016/j.compeleceng.2021.107270
ISSN: 00457906
SCOPUS: 85111056382
Appears in Collections:University Library, Kragujevac
[ Google Scholar ]

Page views(s)

8

Files in This Item:
File Description SizeFormat 
PaperMissing.pdf
  Restricted Access
29.86 kBAdobe PDFThumbnail
View/Open Request a copy


Items in SCIDAR are protected by copyright, with all rights reserved, unless otherwise indicated.