godište I   |   broj 1   |   Zagreb |   20.12.2001.   |   
 

 Dr. sc. Slavomir Stankov, dr. sc. Vlado Glavinić,
 mr. sc. Andrina Granić, mr. sc. Marko Rosić
 

  Inteligentni tutorski sustavi - istraživanje, razvoj i primjena
 

Abstract
Educational system is traditionally defined as a community group which includes teachers, as well as students, and their joint work in the process of learning and teaching. Teachers, who are teaching in synchronized time intervals, control the learning process in such systems. However, such approach is nowadays exposed to important changes, which are also a result of the great impact and support of information and communication technology. The process of learning, which includes the separation of teacher and student, is becoming more frequent and is realized through time synchronized or non-synchronized intervals, meanly depending on the selection of a technical device. Moreover, the distance is continuously changing (increasing), insuring high-quality computer and hypermedia communication.

The employment of information and communication technology in education and instruction is usually defined through student-computer interaction and consequently considered as learning about the computer, learning with computer and learning from computer. The process of teaching in Croatian educational system is for the most part concentrated on the modality of learning about the computer, aiming to improve the education and instruction by the computer employment in text editing, spreadsheet calculation, data base work, as well as Internet connection. As a matter of course, this is the very first and at the same time imperative level, while learning with computer and learning from computer is still not appropriate researched, as well as applied.

In order to promote and support its development and employment, we made a systemic approach to this field during the last decade, concentrating on the following fields of interest and research:

  1. hypermedia authoring shell for the generation of intelligent tutoring systems,

  2. distributed distance learning systems and

  3. user interfaces and adaptive user interfaces in intelligent tutoring systems.

Only a part of this extensive research is presented in this paper and due to its comprehensiveness it is split in three sections, according to previous ordering. The conclusion and the literature are included in the last section.
 

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