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Procedia Computer Science 171 (2020) 583–592

Third International Conference on Computing and Network Communications (CoCoNet’19)

Third International Conference on Computing and Network Communications (CoCoNet’19)
Personalised Self-Directed Learning Recommendation System
Personalised Self-Directed Learning Recommendation System
T B Lalitha* and P S Sreeja
T B Lalitha* and P S Sreeja
Department Of Computer Application, Hindustan Institute of Technology and Science, Chennai, India
Department Of Computer Application, Hindustan Institute of Technology and Science, Chennai, India

Abstract
Abstract
Modern educational systems have changed drastically bringing in knowledge anywhere as needed by the learner with
the evolution
Modern of Internet.
educational systems Availability
have changedof knowledge in publicindomain,
drastically bringing knowledge capability
anywhereof as
exchanging
needed bylarge amount
the learner of
with
information
the evolutionand of filtering
Internet. relevant information
Availability quicklyinhas
of knowledge enabled
public disruption
domain, to conventional
capability of exchanging educational system.
large amount of
Thus, futureand
information trends are looking
filtering relevant towards E-Learning
information quickly (Electronic
has enabled Learning)
disruption and M-Learning educational
to conventional (Mobile Learning)
system.
technologies
Thus, future over theare
trends Internet for their
looking vast E-Learning
towards knowledge acquisition.
(Electronic InLearning)
this paper,andthe M-Learning
work gives an elaborate
(Mobile context
Learning)
of learning strategies
technologies over the prevailing
Internet forand emerging
their with the acquisition.
vast knowledge classificationInofthis
e-learning
paper, theTechniques.
work givesItanmajorly focuses
elaborate on
context
thelearning
of featuresstrategies
and variety of aspects
prevailing andwith the e-learning
emerging with the and the choiceofofe-learning
classification learning method involved
Techniques. and facilitate
It majorly focusestheon
adoption
the featuresof and
new variety
ways for of personalized selection
aspects with the on learning
e-learning and the resources
choice of for SDL (Self-Directed
learning method involved Learning) from the
and facilitate
unstructured,
adoption of newlarge
ways web-based environment.
for personalized selection onThereby,
learning proposes
resources fora SDLPersonalised Self-Directed
(Self-Directed Learning) Learning
from the
Recommendation
unstructured, large System (PSDLR)environment.
web-based based on the personal
Thereby,specifications
proposes of a the SDL learner.Self-Directed
Personalised The result offers insight
Learning
into the perspectives
Recommendation and (PSDLR)
System challengesbased
of Self-Directed
on the personalLearning based onofcognitive
specifications and constructive
the SDL learner. The resultcharacteristics
offers insight
which
into themajorly incorporates
perspectives web-basedoflearning
and challenges and gives
Self-Directed path in finding
Learning based on appropriate
cognitive solutions using machine
and constructive learning
characteristics
techniques
which majorly andincorporates
ontology for the openlearning
web-based problemsandingives
the path
respective fields
in finding with personalised
appropriate recommendations
solutions using machine learning and
guidelines for
techniques andfuture research.
ontology for the open problems in the respective fields with personalised recommendations and
guidelines for future research.
© 2020 The Authors. Published by Elsevier B.V.
© 2020
This The
is an Authors.
open accessPublished by Elsevier
article under B.V.
the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
© 2020 The Authors. Published by Elsevier B.V.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review
This is an under
open responsibility
access article ofthe
under theCC
scientific
BY-NC-NDcommittee of the Third International Conference on Computing and Network
license
Peer-review under responsibility of the scientific committee of (http://creativecommons.org/licenses/by-nc-nd/4.0/)
the Third International Conference on Computing and Network
Communications
Peer-review under(CoCoNet’19)
responsibility
Communications (CoCoNet’19). of the scientific committee of the Third International Conference on Computing and Network
Communications (CoCoNet’19)
Keywords: e-Learning;PSDLR;Recommendation System;SDL;Self-Directed Learning
Keywords: e-Learning;PSDLR;Recommendation System;SDL;Self-Directed Learning

* Corresponding author. Tel.: +91 843 830 1304

* Corresponding lalitha.srm@gmail.com
E-mail address:author. Tel.: +91 843 830 1304
E-mail address: lalitha.srm@gmail.com
1877-0509 © 2020 The Authors. Published by Elsevier B.V.
This is an open
1877-0509 access
© 2020 Thearticle under
Authors. the CC BY-NC-ND
Published license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
by Elsevier B.V.
Peer-review under
This is an open responsibility
access of the
article under the scientific
CC BY-NC-NDcommittee of the
license Third International Conference on Computing and Network Communications
(http://creativecommons.org/licenses/by-nc-nd/4.0/)
(CoCoNet’19)
Peer-review under responsibility of the scientific committee of the Third International Conference on Computing and Network Communications
(CoCoNet’19)

1877-0509 © 2020 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review under responsibility of the scientific committee of the Third International Conference on Computing and Network
Communications (CoCoNet’19).
10.1016/j.procs.2020.04.063
584 T B Lalitha et al. / Procedia Computer Science 171 (2020) 583–592
2 Author name / Procedia Computer Science 00 (2019) 000–000

1. Introduction

Learning is a predominant function of the human brain gained by the permanent change in acquisition of one’s
knowledge and skills through the transformative process of behavior concerning experience or practice. It results in
an increased level of potential in improvising performance and future learning (Ambrose et al. 2010). Learning
Involves the various abilities of the learners' understanding, thinking, reasoning, implementation, competency which
invokes overall reflection of one’s personality. Learning Strategy has a distinctive approach for an individual to acquire
knowledge. Learning strategies Figure .1 influence the learners through traditional learning, online learning or hybrid
learning environments [33].

LEARNING

Traditional Learning Online Learning

Blended Flipped Adaptive Self-Directed

Learning Learning Learning Learning

Figure 1 : Learning Strategies

1.1 Traditional Learning

The traditional learning is also referred to as classroom learning or face to face learning. This conventional learning
adopts teacher-centric – delivery and brick - motor- facility. In this style, physical presence is prioritized at the
speculated time and space. This technique of learning involves direct instruction from teachers to the students based
on printed materials like textbooks, lectures, assignments and one-to-one discussions wholly emphasize better reading
analysis and performance. The main perspectives of traditional learning involve active learning approach, live
demonstration, motivation, active participation, Instant feedback, and social interactions. Traditional learning lacks
convenience, time-based flexibility and is quite costly compared to other modes of learning.

1.2 Online Learning

Relatively, Online learning is the counterpart of the traditional learning model, which carries an unconventional
type of learning, widely referred to as web-based learning (WBL) that adopts self- explanatory learning which takes
place over the Internet. Online learning actively provokes learners in building new knowledge through the vast
available online resources. Some of the main perspectives of online learning includes convenience, cost-
effectiveness, continuous up-gradation of skills and knowledge, higher opportunity to access the contents from
worldwide. In the same way, online learning possesses certain challenges like Interaction, Self-Dependent, Self-
Motivation, Misconception, Periodical Growth and evaluating the process growth of the individual and getting
feedback will be harder or even negligible

Online Learning may also refer to e-learning where all forms of electronically connected devices over the internet
involves in this category of learning. Recently the usage of e-learning concepts emphasized in techniques like Hybrid
Learning, Adaptive and Self-Directed Learning strategies. The Hybrid learning involves Flipped and Blended
Learning strategies which clubs online learning and traditional learning together. Blended learning incorporates the
teacher-centric and online resources in the learning styles for enhanced academic performance of the learners and
overcomes one-to-one contact of instructor, thus, explicitly getting acknowledged throughout the world. Flipped
learning also known as Reverse learning. The students learn through the e-learning materials prior to attending the
class and after that, the instructor guides the students to implement the concepts via assignments and engaging them
actively in the subject matters. In this adaptive learning, the information producers customize the presentation of e-
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Author name / Procedia Computer Science 00 (2019) 000–000 3

learning materials according to the learner’s performance level in real-time. Adaptive learning methodology carries
the data-driven approach to provide customized learning paths.

1.3 Self-Directed Learning

Likewise, the e-learning method was conceptualized as an overpowering force in the style of Self-directed learning
(SDL). This learning strategy applies a learner-centric approach to providing a life-long learning process. The style
majorly focus on adult learning. From the past few decades, SDL was undertaken by a large group of adults for their
convenience in acquiring knowledge and skills without affecting their workforce. The SDL strategy allows the learners
to pursue their personalized learning process by diagnosing their needs, learning goals, plan, ability, identifying e-
learning materials, implementing and evaluating the outcomes (Malcolm Knowles, 1975). Individuals participating in
self-directed learning strategy can be classified into three categories like

 Goal-oriented: who are focused on achieving specific objectives to reach end goals.
 Activity-oriented: who is focused on peer-to-peer interaction and social purposes.
 Learning-oriented: who have the tendency to increase their knowledge and skillset with their interest.

The Perspective of SDL concentrates on the tremendous flexibility that provides full control to the learners. The
learners should possess high self-motivation to pursue knowledge and reach their goals. SDL addresses the
personalized approach to learning. Learners opt for this strategy to acquire knowledge without the help of tutors or
peers and then develop a new skill set that enables them to succeed potentially. Therefore, Individuals take their
initiatives to improve the qualitative knowledge through quantitative e-learning materials and are cost-effective. Self-
directed learning underlies more on the cognitive and computational aspects of the learners by providing a better
understanding, thinking, reasoning and implementing the process. Considering Item Response Theory, SDL tailors
the e-learning materials based on the specific demands and the needs of the acquirer thus, by providing personalized
learning experience. The self-directed learners majorly concentrate on the ODeL e-learning model (Open &
Distributed E-Learning) which gives optimum openness in learning, choice of learning track through multiple bridges
and paths; open course design, delivery mode, and evaluation which strengthens the digital learning process.

Objective of the proposed work is to come up with a recommender system for self-directed learning that can be
used by working professionals. The proposed work is divided into 3 modules (Classification, Personalisation and
Recommendation). The classification module performs classifying the available eLearning materials and then
personalisation module, personalises the learning content based on knowledge level and relevancy of the learner which
is followed by recommender module for providing recommendations that the learners can use to acquire knowledge.

2. Background and Related work

The concept of E-Learning has taken the whole world by storm by creating the norm in obtaining learning on-the-
go. According to Clark and Mayer (2011), eLearning defined as instructions carried by any technological or electronic
mode to deliver the learning. In the past, the eLearning training was held by using mainframe computers, floppy
diskettes, multimedia CD-ROMs, and interactive videodisks. In the recent evolving process, the delivery of learning
is carried through both internet and intranet methods which is termed as web-based delivery or training. E-Learning
approaches in an innovative way of teaching and learning experiences in the digital age. The E-Learning can be
classified into two fundamental categories as

 Synchronous eLearning involves materials or courses through interaction of students or learners with the
instructor via online or web-based technology in real-time. It allows the learners to interact with teachers from
different locations thus, providing a virtual classroom (VCRs) scenario. The learning resources are shared
through video or audio conferencing, live chat over the internet, webinar, Application sharing and messaging
instantly. Now many eLearning materials are shared via cloud technology where the learners can attend
simultaneously from all over the world.
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 Asynchronous eLearning activities are time-independent known as self-paced learning. In this kind of learning
the learner can pause and resume the training or activities, termed as student-directed learning approach. The
instructor and the learner need not be connected or online at the same time. The learner completes the course
or web-based training at their own pace without a virtual presence with the tutor. The learners retrieve learning
resources employing self-paced online courses, well-written articles, blogs, discussion forums, eBooks CDs,
bulletin/message boards, emails, etc.

E-Learning materials and courses are categorized into three types as Text-driven, Interactive, Simulation-based
learning. The text-driven consist of simple text details, diagrammatical/ graphical representation and minimal audio
data with the simple questionaries’ part at the end of the course. Interactive materials consist of graphics, charts, and
diagrams. In addition to the visual representation video also included the material which influences the learners to a
greater extent. Simulation-based consists of contents like audio, video, graphics and a basic level of gamification thus
providing a high level of interactivity which helps in engaging and enjoyable experiences for the learners.

The Recommender system, defined as the engine which is capable of predicting the future preferences of the set of
items for the user, and suggests the topmost items. The system generates individualized recommendations and guides
the user in a personalized way to the desired objects from a vast possible option. The approach of Personalised
recommendations was first of all proposed in the area of e-commerce where it helps customers to find their desired
products by recommending a list of products relevant to the likes and views of the particular customer. The
recommending system includes recommendations to other applications like movies, music, television programs,
books, tourism and now concentrating in the area of e-Learning. The analysis on the Recommender system can be
grouped into six categories like Collaborative Recommender system, Content-based recommender system,
Demographic based recommender system, Utility based recommender system, Knowledge based recommender
system, and Hybrid recommender system.

Since few years, recommender systems concentrating on the e-learning domain for traditional e-learning, mostly
for students of secondary higher grade, graduates. The discovery of knowledge from a vast database is hard to find.
The related works gives a proper insight regarding the recommendation system applied to the e-learning domain.

Silvia Schiaffino et al. (2008), proposed an intelligent agent- eTeacher [1] by using Bayesian network method for
the information of student profile- students’ learning style, student’s performance, such as exercises done, topics
studied, exam results, to assists in getting the personalised courses. eTeacher was done for Engineering students and
the results obtained were reliable. Khribi. M.K et al. (2009), proposed an automatic online recommendation [2] to the
learners by mining the recent navigation history and their profiles as well as, taking the similarities and dissimilarities
among learner preferences using web usage mining techniques and information retrieval techniques for getting content
based profiles. The k-mean clustering was used to find the learner and content model and pattern discovery for the
above data. Julien Broisin et al. (2010), proposed the recommendations of documents made to the students [3] based
on their user activity tracking system which consists of current goals and activities in the form of semantic annotations
associated to the accessed resource. In this paper, numerous method like sematic web technologies, contextualized
attention metadata framework, ontology, KNN algorithm were used to generate the recommendations based on
metadata collected during the user active on the resource, users profile and user’s activities as datasets. Vicente Arturo
Romero Zaldivara et al. (2010), proposed the recommender system mainly connected to educational applications [4]
based on Meta-Rule which provides the learner personalised recommendations. Shah Axita & Jain Sonal (2011),
proposed an agent based intelligent personalised e-learning service engine [5] which provides personalised search
engine result pages (SERP) to save the time taken to re-rank the future list for the learners and generates personalize
the web pages based n learners queries. Using the techniques Query expansion agent, first tier search engine agent,
middleware agent, web-log pre-processor agent, web knowledge discovery agent, opinion agent over the datasets like
servers’ log- keyword research and knowledge discovery using browser’s behaviour, and the database which finds the
users’ web usage pattern, provides multiple agent mechanism was presented to achieve personalised
recommendations.
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Klasnja Milicevic et al. (2011), proposed an e-learning recommendation model based on hybrid recommendation
strategy [6], learning style identification, knowledge and preferences of the learners by using protus system, provides
ratings of the frequent sequences and the personalised learning content are recommended to the learner. M. Salehi &
I. N. Kmalabadi (2012), proposed a recommender system based on hybrid attributes [7] for the e-learning material
recommendations. Using the content based filtering and collaborative filtering over the datasets like most frequently
visited materials, most similarly visited materials to target learners and generate quality recommendations. J. Lu
(2004), proposed a framework for the personalised e-learning materials recommendations as PLRS (Personalised
Learning Recommendation System) [8]. In this paper, the recommender system effectively assists students’ online
learning and online teaching for large class with varied background students. Uses the multi-attribute evaluation
method to get clear student needs through student’s details and fuzzy matching method to predict the learning materials
for the students through requirement query matching the learning materials. Sunita B. Aher & L.M.R.J. Lobo (2013),
proposed a course recommendation system [9] based on historical usage data collected from Moodle which consists
the choice of other students for a particular set of courses. Recommendation of courses were made to new students
using combination of machine learning algorithms like clustering techniques K-means, association rule algorithm-
Apriori and generated results were compared with Data mining tools –Weka for efficiency of recommendations.
Mojtaba Salehi et al. (2013), proposed to improve the recommendation's grade [10] based on the multidimensional
attributes of materials, learners’ ratings and the consequent patterns of students assessed materials, a learner preference
tree predicted and by applying hybrid methods the recommendations were provided to the learners. Using the
association rules a sequential-based recommendation module was presented in two formats taking weighted
association rule and compact tree structure, then K-mean algorithm used to present the attribute-based module, thus,
a Learner Preference Tree LPT was discovered.
Thi Thanh Sang Nguyen et al (2014), proposed a recommender system of web pages to users based on web usage
and domain knowledge [11]. In this paper, the domain knowledge was represented using ontology which was a semi-
automatically constructed model. It presents automatically constructed semantic networks model of web pages,
domain terms and relationship between them to present a conceptual prediction model which predicts upcoming web
page request of the users through training the knowledge based on visited web page and recommending the better web
pages through the semantic networks using web page navigation patterns- current visited web pages, previously visited
web pages. Fraihat .S & Shambour .Q (2015), proposed a system of semantic recommendations for e-learning [12]
that was used to reduce the time and effort and assist the learners to find suitable learning objects (Los) on their
preferences. By utilizing the learners’ needs and semantic recommendation methods based on the query key words
using intra and extra semantic relations between learning objects the personalised recommendations were provided to
users. Jie Xu et al (2016), proposed a personalised automated course sequence recommendation [13] for the graduate
students with varied background. Multi-armed bandits tools were used to select sequences of course and reduce time
for graduating of students, an algorithm forward-search backward induction was presented. For training data, the
anonymised offline students’ data course sequence collected and students’ records were taken to estimate the
probability of grades to possible course sequence performances. Thus, dynamically recommends the sequence for the
new students by learning their performances towards the given course sequence. Nguyen Thai-Nghe et al. (2010),
proposed a Computer-aided tutoring system [14] was proposed for predicting the students’ performance by allowing
students to solve some problems or some exercises by using techniques like collaborative filtering, Matrix
Factorization, linear regression, logistic regression. Boban Vesin et al. (2012), Implemented an ontology based
architecture Protus 2.0 [15] , a tutoring system designed for learning programming languages by providing
personalised recommendations as introductory course followed by a test to the students using techniques like Sematic
web technologies, Ontology and adaption rules.
Feng-Hsu Wang. (2012), An improvised ant colony optimization algorithm [16] was presented and with the help
of segmented-goal training and meta-control strategies the effective personalised recommendations were generated
for the small group of learners and training cycles using techniques like ant colony optimization, meta-control
strategies. Antonio R.Anaya et al. (2013), Proposed an automatic recommender system [17] through influence diagram
using student interactions and expert knowledge data which provides a Decision table that generates personalised
recommendations. Using Machine learning techniques - Decision tree algorithm, attributor selector. Mehrbakhsh
Nilashi et al. (2014), To improvise the predictive accuracy of the recommendations based on Multi- criteria
collaborative filtering [18] using Adaptive Neuro-Fuzzy Interference systems (ANFIS) and self-Organizing
588 T B Lalitha et al. / Procedia Computer Science 171 (2020) 583–592
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Map(SOM) clustering. Alvaro Tejeda-Lorente et al. (2015), Presented AyudasCBI [19], a fuzzy linguistic Web tool
for the oral surgery course of dentistry students, that provides a personalised recommendations based on other students
and activities on the system using content-based and collaborative based filtering. Antonio Garrido et al. (2016),
Proposed a protype myPTutor [20], a personalised recommender system based on AI case-based planning which
provides mixed initiative architecture for the students and teachers in the course learning cycle.
Antonio R.Anaya et al. (2016), Proposed a new tool based on information visualization [21] which promotes sense
making and provoke the self-reflection for the students by proposing a decision tree that guides collaboration process
of students using Probabilistic Inference algorithm, decision tree algorithm, clustering algorithm techniques. Labib
A.E et al. (2017), Presented a Learners characteristics Ontology [22] based on different learning styles integrating
with learners characteristics. Thus, by providing help to teachers in improving personalised learning contents and the
learners in getting personalised courses based on their characteristics. Herath .D & Jayaratne .L (2017), Proposed a
recommender system based on web mining techniques [23], Collaborative Filtering, content filtering tool in the
eLearning systems and generates personalised eLearning content recommendations to the learners using their profiles
which includes their navigation behaviors, web contents, performances. Aleksandra Klašnja-Milićević et al. (2018),
proposed hybrid method of online tutoring system [24] by implementing the collaborative tagging techniques which
includes social tagging and sequential pattern mining to provide recommendations on learning courses to the learners
within eLearning environment. Shanshan Wan & Zhendong Niu (2018), Proposed bottom-up and distributed self-
organization of Learning Object- oriented recommendation system [25] in eLearning based on learners behaviors and
analysing Los interactions which provides better performance and reduce excessive recommendations. The techniques
like Bayesian knowledge tracing, sequential pattern mining, ontology, environment perception model were used.
Haiping Zhu et al. (2018), Presented an algorithm for multi constraint model path recommendations to elearners [26]
and based on their learning behavior characteristics, preferences, four learning scenarios and seven different path
constraint factor were proposed. The knowledge map was implemented over the proposed model to get the desired
learning path recommendations and to overcome the challenges facing by the learners to balance the learning time
constraints and vast learning resources in various learning scenarios.
Zameer Gulzar et al. (2018), Proposed a recommender system based on hybrid methodologies [27] along with
ontology for information retrieval and generate accurate personalised recommendations to the learners in selecting the
course according to their preference using N-gram Classification, Query Expansion approach, WorldNet, ontology
methods. Chunaev Anton & Alexey Shikov. (2018), Proposed a method of personalized e-learning [28] based on
competence models and individual trajectories of employee training using machine learning algorithms. It allows to
organize targeted development of missing competencies of each employee, taking into account its personal traits.
Kamika Chaudhary & Neena Gupta (2019) [29], proposed a unique intelligent web-searching model based on lexical
analysis of eLearning page content and gets the keywords. Then applying Radom forest algorithm and tensor flow the
accurate and fast, relevant sites were predicted and recommended to the learners. Youness MADANI et al. (2019),
proposed a new approach of recommender system [30] based on social network profiles and contents like Facebook
posts, tweets, likes and comments of the learners and finding KNN of the learner to generate recommendation of
courses to the target learners. Abdelaziz Khaled et al. (2019), proposed to provide fully automated learning platform
[31] for relevant recommendations based on web semantics through grouping of users by capturing the individual and
common interests, needs and Interactions between the users and communities. Yu-Lin Jeng & Yong-Ming Huang
(2019), the proposed work involves in a dynamic learning path framework [32] based on schema theory and collective
intelligence which gives the learners a well-organized learning materials sequences.

3. Proposed Work

Up on the limited knowledge gained from the above survey, there are some areas which are not explored much or
untouched mostly. One such field is self-directed learning area, where it mainly focuses on adults, otherly called as
life-long learning process. Most of the recommendation works held in the e-learning domain were done for the sake
of students of higher secondary grades or graduate students who have proper guidance source from the instructors
through one or other way. There are many people who really inspired to learn or read, but don’t know where to start
and proceed to achieve their goals. Here in this paper, those categories taken into account especially the adult criteria,
who strive to learn for their development of knowledge skills and career growth without affecting their work force.
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Author name / Procedia Computer Science 00 (2019) 000–000 7

The Proposed work, Personalised Self Directed Learning Recommendation System (PSDLR) is to guide or suggest
the learners with possibly suitable learning materials or contents based on their personal interests and preferences. The
main aim of this work relies on the idea of intrinsic specification of the classified e-learning contents that clearly
labelled to appropriate concepts, which potentially seen across the web for learning material that underlies on the
aspect of learners’ preferences based on that the queries are personalised and the recommendations are generated and
provided to the learners. For this work, as per Figure 2 three modules were proposed as Classification model,
Personalisation model and recommendation model for the RS (recommender system). Through which the PSDLR
provides the personalised recommendations for the self-directed learners for fulfilling their goals and objectives.

1 Personalized Query
Request

Classification Model Personalisation Model

3 2
Recommendation Model PSDLR
4
Top Personalized
5 Recommendation

Figure 2 : PSDLR Modular Architecture

3.1 Classification Model

The Classification model is proposed for categorising the e-learning materials/contents which are available freely
over the web. The contents are classified on the basis of various inputs like keywords, Meta-Keywords, count of
keywords on the particular material related to the subject, Rating, frequent visits and how frequently the learner is
visiting to that content, time spent on the particular page and level hardness of the contents are collaborated and
distinguished to appropriate categorise of materials as basic, moderate and advance levels. This framework consists
of all the information about the learning materials and their pattern levels. The work involves in cleaning and pre-
processing of the contents which are vastly available in the internet data source, to get expected contents in the
structured form for processing further. Then content based filtering, collaborative based filtering and web mining
techniques are applied to identify the appropriate learning contents on the web. The concepts of WordNet and ontology
involves in the segregation of the contents to the particular field of courses. Thus, by using Random Forest algorithm
as clustering technique the patterns were classified and labelled appropriately and stored in the pattern model
repository. The below Figure 3 shows the block diagram of the classification model.

DATA Preprocessing Web Mining of content

SOURC patterns
E
Internet
PATTERN Cluster patterns with labels
MODELS

Figure 3 : Classification Model

3.2 Personalisation Model

The aim of the Personalisation module is to organize the self-directed learners needs and demands based on the
learners background such as basic profiles like name, age, gender, qualification, occupation, level of involvement,
prior knowledge learner sessions etc., then collecting exact reason behind the particular request like what he needs,
why he needs to pursue the particular learning , purpose of that particular search, where its gone to implement, role
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specifications were taken into account and precise estimation of learning abilities are done and through the extracted
data from the learner the profile is created. Then the learner undergoes questionaries’ evaluation with respect to the
particular request made by the learner and based on the test the knowledge level on the particular subject is evaluated
on the grading scale of 0 to 10 points. The below Table 1 will give the exact view of the grading scale.

Grading Scale 0 to 10 Performance

>=8 High
>=5 Medium
>=3 basic
<=2 poor

Table 1 : Grading scale based on evaluation

This learners’ profile information is further passed to find the nearest neighbour profiles which are stored in the
users’ information repository using the KNN techniques (k-nearest neighbour algorithm) and knowledge-based
filtering. The users’ information repository is formed with the profiles of the already visited learners and by storing
the expert opinions regarding the particular subject knowledge. Thus, it will provide a vivid view of the skillset or
prerequisites required for that particular query of the learner. If the similar profile for the learner doesn’t exist, then
the learner profile will be captured and stored in the database for future use. Based on the learners’ background profile,
estimated performance level and found nearest neighbors’ profile skillset, the personalised query request of the learner
is generated and passed for processing. The below illustration gives the flow of this Personalisation module.

Personalized Query
Request Expert Opinion

Extract Profile Feature

USER
Fetch
INFORMATION

Quetionnary evaluation Finding nearest neighbor profile

Capture
New Profile
Y N
Personalized
Query Request Found?

Figure 4 : Personalisation Model

3.3 Recommendation Model

The recommendation module helps to attain the suitable recommendations which are predicted on the basis of the
query and provide those to the target learners. This module extracts information from other two modules for generating
the predictions. First, the personalised query request is passed to execute the recommendation algorithm for similarity
computation. The association rule algorithm, Apriori is used to mine and extract the suitable content patterns from the
Pattern Model repository and then the relationship with query are tested for the accuracy. Through the data gathered
is connected and clustered with frequently consumed similar data contents. The identified pattern content data are
passed for several score measures like recall, f1-score, and precision using the matrix factorisation to observe the over
fit of the data and to estimate the accuracy of the generated recommendations. Finally, the top ranked Personalised
recommendations which consists of the appropriate content details and the suggestions for the prerequisites are
provided to the learners. The below Figure 5 shows the flow of recommendation module.
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Author name / Procedia Computer Science 00 (2019) 000–000 9

Personalized Query Request

PATTERN
MODELS

Execute Recommendation
algorithm Similarity Check

Top Personalized
Classified Ranked Articles
Recommendations

Figure 5 : Recommendation Model

Thus the framework of PSDLR gives out the complete personalised recommendations to the self-directed learners
that helps to overcome the misconceptions while selecting the learning contents. The aim of this proposed work, i.
exact classification of the e-learning content over the web and provides with level of challenges involved in the
content, ii. Based on the learner’s specifications, preferences and knowledge level over the particular request the new
personalised query is formed, iii. By formulating the classifications and personalisation the possible accurate
personalised recommendations are diagnosed and provided to the self-directed learners which promotes the meta-
cognitive awareness and self-introspection along the way.

4. Conclusion

The real-world challenges of the learners adopting self-directed learning resides in making a choice when they
don’t know what to choose from the vast e-learning materials. Misconception raises in selecting e-learning materials
through independent exploration and the situations may confer in opting suitable e-learning materials for the learner’s
real personal growth. This paper aims to propose the solution for e-learning recommendation issues on SDL method,
exploited to achieve the goals with the help of the RS (Recommendation System), namely PSDLR (Personalised Self
Directed Learning Recommendation System). First, we analyse and classify e-learning materials with content-based
and collaborative based filtering tools build over the qualitative and quantitative check of contents, where the materials
are categorised into introductory, moderate and advanced levels of learning materials. Second, we assess the individual
learners needs and demands, gathered through the survey projects the precise estimation of learners’ ability and
background details like why the learner wants to pursue the particular learning, what for the learning, where they
implement the learning, for which role specification and prior knowledge in that area of learning to produce accurate
personalisation of that individual. Third, by collaborating the above two modules the result for the recommendation
will be generated and provided to the learner. Thus the study promotes proper guidelines on personalised e-learning
recommendations to the self-directed learners according to their personalised requirements.

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