A Study of Learning Time Patterns in Asynchronous Learning Environments

Autor/inn/en	Hwang, Wu-Yuin; Wang, Chin-Yu
Titel	A Study of Learning Time Patterns in Asynchronous Learning Environments
Quelle	In: Journal of Computer Assisted Learning, 20 (2004) 4, S.292-304 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2004.00088.x
Schlagwörter	Interaction; Educational Environment; Time Factors (Learning); Comparative Analysis; Instructional Design; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht
Abstract	This research makes use of learning time intensity, burst evaluating equations, and state denotation approaches to evaluate the learning time characteristics of students. Through comparing learning time intensity, six burst styles and three diligence styles are categorized. From the statistical results and interaction content analysis, some pedagogical phenomena were found. The first finding is that the more diligent learners were, the higher the quality and quantity of their interaction. The second is that learners whose learning time intensity was mainly located in the early period of the course and whose interaction content included many complaints were suspected to be possible dropouts. The third finding is that learners whose learning time intensity was mainly located in the later period had achievements that were significantly different from those of the regular periodical reading learners whose learning time intensity was distributed in all periods of the course. The above findings raise some issues and suggestions for those concerned with proposing asynchronous courses. As students can pace their own learning in an asynchronous learning environment, it is hard to avoid getting used to intermittent intensive reading. Instructors should consider seriously how to guide students to learn in a proper sequence through a well-scheduled instructional programme. It is necessary to encourage students to exercise self-discipline in regular on-line reading for better learning outcomes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10