MTMS-Style Online Learning with Difficulty Level Differentiation

By Alexander Vengerov.

Published by The International Journal of Learner Diversity and Identities

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Article: Print $US10.00
Article: Electronic $US5.00

Current problems with enrollment into CS/IT majors force colleges to seek new ways of accommodating various types of learners into the SAME courses. This allows the increase of the course appeal to students with different skill/goal backgrounds as well as the creation of the common foundation for more specialized courses the choice of which might differ for different learners. The best method of satisfying this need is based on online course organization with non-linear complex dynamic structure. The existing methods of Multitrack Multistage (MTMS) course design in online class settings create the foundation of the additional difficulty level differentiation within the same course offering. This allows for mutual enrichment of student interactions while combining highly efficient and better prepared learners with those not able to handle the full complexity of the course designed for better prepared students. The presented case of Java Programming course shows the benefits and the difficulties of such approach.

Keywords: Online Learning, Multitrack Model, Differentiation

International Journal of Learner Diversity and Identities, Volume 20, Issue 1, pp.39-44. Article: Print (Spiral Bound). Article: Electronic (PDF File; 379.848KB).

Dr. Alexander Vengerov

Associate Professor, Anisfield School of Business, Ramapo College of New Jersey, Mahwah, New Jersey, USA

Dr Alexander Vengerov is an associate professor of Information Systems at Ramapo College of New Jersey. He chaired an All-College Teaching and Learning with Technology Committee, and is the president of Syslearn, Inc. developing learning systems and intelligent learning processes, as well as consulting in the area of business and academic organizational learning.