These days modifications and supplements to e-learning are not enough to make them successful since flexibility and adaptability is missing. Different e-Learning architecture provide different kinds of learning experience to the learners. The lack of adaptive system is due to “One size fits for all” concept. Currently the research is towards to learner oriented platforms putting student motivation, habits, expectations and learning styles (additional Koper, R.; Burgos, D (2005)). The concept of adaptation has become a prominent issue in e-learning. Systems allow the users to change some system parameters and adapt their behavior accordingly is known as adaption process. Systems that adapt based on the systems assumption are called as adaptive systems (additional santally mohammed issack). Since the system adapts to a person and personalizes the learning process it can be also known as personalized system (additional Paramythis, A.; Loidl-Reisinger). So to serve the learning community better there was a necessity to profile them and identify their requirements and provide an adaptive e-learning architecture which suits the individuals needs better. So the main objective of this research was to provide an adaptive e-learning system architecture which satisfies Felder Silverman learning style. Felder-Silverman’s learning model [FSLM] was chosen since FSLM synthesis of these theories can be designed to easily translate them into strategies into a university setup.

These days different e-learning architecture provide different kinds of e-learning experiences due to “one size fits for all” concept. This is no way better than the traditional learning and does not exploit the technological advances. Thus the e-learning system began to evolve to adaptable e-learning systems which adapts or personalizes the learning experience of the learners. Systems infer the characteristics of the learners and identify the preferences of the learners and automatically generate personalized learning path and customize learning contents to the individuals needs. This process is known as adaptation and systems which adapt are known are adaptive systems. So the main objective of this research was to provide an adaptive e-learning system framework which personalizes the learning experience in an efficient way. In this paper a framework for adaptive e-learning system using user response theory is proposed to meet the research objectives identified in section 1.D.

Web 2.0 is about social networking and collaboration between the creator and the user. Web 3.0 is termed as intelligent web or semantic web with technologies like big data, linked data, cloud computing, 3D visualization, augmented reality and more to make passive learner into active learner in the learning process. This paper identifies the characteristics of the different generations of web and its effect on the different generations of e-learning and also identifies the various issues related with web 3.0. Finally a study is made on the user preferences and recorded in this paper.

Learning is based on collaborative learning theory. Collaborative learning theory has interaction, individual accountability, teamwork and personalized guidance. All these aspects can be performed in web 2.0 using social networking sites. So e-learning 2.0 on web 2.0 is not a new class of learning management system or a pedagogy but which promotes the user to collaborate and build the information and not just a mere spectator/consumer of information. In this paper the researchers have made an assessment of 23 e-learning systems, a survey on some of the popular tools/sites which will be useful and augment e-learning 2.0 and have discussed the features of an experimental web solution to have a look and feel of these tools.