Expectations and Reality: Evaluating Patterns of Learning Behaviour Using Audit Trails

Autor/inn/en	Kennedy, Gregor E.; Judd, Terry S.
Titel	Expectations and Reality: Evaluating Patterns of Learning Behaviour Using Audit Trails
Quelle	In: Computers & Education, 49 (2007) 3, S.840-855 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2005.11.023
Schlagwörter	Learning Processes; Medical Students; Multimedia Materials; Computer Software; Computer Interfaces; Student Behavior; Medical Services; Computer Simulation; Medical Education; Higher Education; Multimedia Instruction; Notetaking; Interviews; Statistical Analysis; Virtual Classrooms; Use Studies; Computer Software Evaluation; Instructional Design + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Student behaviour; Schülerverhalten; Arzt; Computergrafik; Computersimulation; Medizinische Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multimediales Lernen; Interviewing; Interviewtechnik; Statistische Analyse; Benutzerschulung; Softwareanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Developers of educational multimedia programs have expectations about the way in which they will be used. These expectations can be broadly categorised as either functional (primarily related to the interface) or educational (related to learning designs, processes and outcomes). However, student users will not always engage with educational multimedia in the ways developers envisage and the adoption of a particular learning design, however well implemented, does not guarantee particular learning processes or outcomes. We investigated the relationship between intended and actual user behaviour by analysing detailed electronic records of user activities (audit trails) within a multimedia program in which medical students adopt the role of a doctor in a simulated clinical interview. Audit trails of 294 users across three years were analysed, focussing on two critical learning activities (interviewing and note taking). Cluster and chi[squared] analyses revealed four distinct types of users: "confused or strategic" (12.9%), "disengaged" (40.8%), "expected" (26.5%) and "diligent" (19.7%). Our work in the future will focus on using audit trails in investigations of students learning processes and outcomes in educational multimedia environments. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10