要旨
Long study terms and a large number of students who do not successfully
finish their academic programs are damaging the national
economies to a large tune. In addition, personal study guidance to
attenuate these problems is very expensive, too. Misunderstanding of
examination regulations and a possible adversely balanced supply and
demand of courses can be reasons for increasing average study terms.
In this paper, we describe how technology enhanced learning can help
to save expenses in this field. Our approach is based upon an ontological
representation of academic programs and examination regulations.
It can help students in planning their curricula and identifying the contents
of academic programs as well as academic boards to forecast the
number of students which will presumably take a certain course in a
certain term.
