Lag Sequential Analysis for Identifying Blended Learners' Sequential Patterns of e-Book Note-Taking for Self-Regulated Learning

Autor/inn/en	Yang, Christopher C. Y.; Ogata, Hiroaki
Titel	Lag Sequential Analysis for Identifying Blended Learners' Sequential Patterns of e-Book Note-Taking for Self-Regulated Learning
Quelle	In: Educational Technology & Society, 26 (2023) 2, S.63-75 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Blended Learning; Sequential Approach; Notetaking; Electronic Publishing; Books; Independent Study; Undergraduate Students; Electronic Learning; Learning Strategies; Reading Comprehension; Academic Achievement; Learning Analytics + Suchen Sie Ihr Suchwort? Schrittfolge; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseverstehen; Schulleistung
Abstract	Blended learning (BL) is regarded as an effective strategy for combining traditional face-to-face classroom activities with various types of online learning tools (e.g., e-books). An effective feature of e-books is the ability to use digital notes. When e-books are used in BL, the strategic adoption of note-taking provides benefits that influence the learners' progress for self-regulated learning (SRL) and course achievements. However, learners tend to be unsure about how note-taking is performed using online learning materials and lack knowledge of effective strategies for SRL. Furthermore, few studies have investigated blended learners' sequential patterns of e-book note-taking for SRL. Thus, in this paper, an exploratory study was conducted in an undergraduate course that implemented the BL design. The learning task for the blended learners in the present study was to study the learning material using BookRoll, an e-book system, during in-class and out-of-class learning sessions. Lag sequential analysis of the e-book learning behavior data was conducted to identify the blended learners' sequential behaviors of e-book note-taking for the cognitive strategy use of SRL. Moreover, the difference between higher- and lower-achievement blended learners in terms of their sequential behaviors of e-book note-taking for SRL was revealed. This study can help educators provide evidence-based educational feedback to learners regarding the identified sequential patterns of e-book note-taking that can be applied as effective strategies for promoting the cognitive strategy use of SRL and improvement of course achievement in BL. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01