Interrelated Analysis of Interaction, Sequential Patterns and Academic Achievement in Online Learning

Autor/inn/en	Yildirim, Denizer; Usluel, Yasemin
Titel	Interrelated Analysis of Interaction, Sequential Patterns and Academic Achievement in Online Learning
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 2, S.181-200 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098 (Discontinued)
Schlagwörter	Interaction Process Analysis; Academic Achievement; Online Courses; Student Behavior; Correlation; Student Characteristics; Distance Education; Behavior Patterns; Navigation (Information Systems); Instructional Design; Age Differences; Behavior Change; Student Needs; Information Science Education; Assignments; Course Content; Intervention; Foreign Countries; Anatomy; Medical Research; Comparative Analysis; Undergraduate Students; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Prozessanalyse; Schulleistung; Online course; Online-Kurs; Student behaviour; Schülerverhalten; Korrelation; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Age; Difference; Age difference; Altersunterschied; Informationstechnologische Bildung; Assignment; Auftrag; Zuweisung; Kursprogramm; Ausland; Anatomie
Abstract	This study aimed to examine the behaviour of learners across a whole system and in various courses to reveal the interrelation between learners' system interaction, age, programme features and course design. We obtained data from the system logs of 1,634 learners enrolled in distance learning programmes. We performed hierarchical clustering analysis to describe system interactions; then, we carried out a sequential pattern analysis to examine navigational behaviours by clusters. The results showed that the system interactions (e.g., content, live lesson, assignment, exam, discussion) across the whole system differ by age and programme. The behaviour profiles of the learners changed when different course designs were presented. Learners who interacted more with any component (e.g., live lesson or content) according to their needs were more successful than those with limited interaction and assessment-oriented (those with limited interactions outside of the assignment). In an information and communication technology course, learners whose system interactions were sufficient to receive rewards were more likely to succeed. The sequential pattern analysis showed that the assessment-oriented cluster interacted with the assignment in the midterm weeks; the award-oriented cluster interacted with the content or completed their assignment and received an award. Consequently, it is difficult to determine or generalise the intervention unless the system, programme and course design features are standard. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01