Online learning is viewed as an effective way for distributing knowledge ubiquitously, especially with the robust development of Massive Open Online Courses (MOOCs) by academic institutions such as Stanford University's edX and Coursera. From enrollment to managing class discussions and assignments, these MOOCs succeed in migrating the classroom entirely to the cloud. The same concept has been applied to distant or blended learning, where learners are able to interact with materials uploaded online. Through such interactions, learners undergo a process of self motivated learning.
Self motivated learning (SML) describes the way in which an eager learner incorporates various self-regulation processes with task strategies and self-motivational beliefs. These learners go through their learning processes in three cyclical phases, namely: forethought, performance control and self-reflection Zimmerman 2000
. In the second phase, learners gather information to evaluate the effectiveness of the strategic plan imposed and improve future attempts of learning. This phase is crucial as research shows students who are trained in self regulation processes display high levels of achievement Schunk 1996
. In light of this view, some educators pointed to knowledge graphs for facilitating sharing of learning content.
In experiments led by researchers, learners are encouraged to use cognitive structures (i.e. knowledge graphs) to help themselves interpret, organize and share their knowledge. The experimental results show increased qualitative performance as well as increased engagement among both learners and teachers Chu 2010 Hwang 2011
While current learning management systems lack promotion on SML, learners tend to spend unnecessary amounts of time on skimming and searching for designated information. The most obvious reason is that those learning management systems serve merely as repositories of information, rather than a catalyst for fostering SML activity. Therefore, a comprehensive learning management system that has an interface to create knowledge graphs for course material is needed for motivating self motivated learners, and ultimately for improving online learning throughput.
This paper aims at two contributions. First, it provides an implementation of the knowledge graph cognitive structure that integrates as a learning management system. Second, it proposes several interactive plug-ins for the creation and management of learning assets and evaluation of learners' performance.