Effectiveness of Students’ Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

2021 ◽  
pp. 67-87
Author(s):  
Minoru Nakayama ◽  
Kouichi Mutsuura ◽  
Hiroh Yamamoto
Keyword(s):  
Online Learning ◽  
Learning Performance ◽  
Note Taking

Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

2018 ◽  
pp. 1049-1068
Author(s):  
Minoru Nakayama ◽  
Kouichi Mutsuura ◽  
Hiroh Yamamoto
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Causal Analysis ◽  
Learning Performance ◽  
Online Course ◽  
Note Taking ◽  
Learning Behavior ◽  
Lexical Analysis ◽  
University Courses

Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note taking activity. The contribution of student's characteristics and styles of learning to note taking activity and learning performance were analyzed, and the relationships between the two types of courses were compared using causal analysis techniques. In addition, lexical analysis of the contents of notes taken was introduced. Features of notes taken, such as the number of terms, the word ratios of student's notes and the degree of coverage of the lecturer's notes were compared. The results of the evaluation of the two types of learning styles were summarized by determining the relationships between student's characteristics and metrics of the contents of notes taken. The metrics were significantly different between the two learning styles. The contributions of students' characteristics to learning performance were also different. These results provide points to consider for the design and organization of the two types of learning.

Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

2017 ◽  
Vol 15 (3) ◽  
pp. 47-64 ◽  
Author(s):  
Minoru Nakayama ◽  
Kouichi Mutsuura ◽  
Hiroh Yamamoto
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Causal Analysis ◽  
Learning Performance ◽  
Online Course ◽  
Note Taking ◽  
Learning Behavior ◽  
Analysis Techniques ◽  
University Courses

Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note taking activity. The contribution of student's characteristics and styles of learning to note taking activity and learning performance were analyzed, and the relationships between the two types of courses were compared using causal analysis techniques. In addition, lexical analysis of the contents of notes taken was introduced. Features of notes taken, such as the number of terms, the word ratios of student's notes and the degree of coverage of the lecturer's notes were compared. The results of the evaluation of the two types of learning styles were summarized by determining the relationships between student's characteristics and metrics of the contents of notes taken. The metrics were significantly different between the two learning styles. The contributions of students' characteristics to learning performance were also different. These results provide points to consider for the design and organization of the two types of learning.

scholarly journals Understanding Arab Students’ Behavioral Patterns in an Online Course: An Explanatory Study Based on Hofstede’s National Cultural Dimensions

2021 ◽  
Vol 13 (22) ◽  
pp. 12426
Author(s):  
Ahmed Tlili ◽  
Mouna Denden ◽  
Saida Affouneh ◽  
Soheil Hussein Salha ◽  
Zhenyu Cai ◽  
...  
Keyword(s):  
Online Learning ◽  
Sequential Analysis ◽  
Learning Experiences ◽  
Cultural Dimensions ◽  
Learning Performance ◽  
Online Course ◽  
Behavioral Patterns ◽  
Cultural Backgrounds ◽  
Arab Region ◽  
Inequality In Education

The provision of online learning experiences has been implemented by many universities worldwide to overcome several challenges, including inequality in education. However, this experience is still not a common approach in public universities in the Arab region. Furthermore, several research studies have pointed out that a country’s culture should be considered in order to enhance online learning, as students may behave differently based on their cultural backgrounds. Nevertheless, little is known about how a given culture may affect the learning behavioral patterns of students. Therefore, to better understand the cultural phenomenon and to enhance the adoption of online learning in the Arab region, this study aims to understand how an Arab culture may affect the online learning behaviors of students. Specifically, this study applies a lag sequential analysis (LSA) approach to understand the behavioral patterns of 116 students from Tunisia in a six-week online course. The study then further discusses the different learning behavior patterns based on the theoretical framework of Hofstede’s national cultural dimensions. The findings highlight that culture can affect how students engage in online learning discussions and how they maintain their learning performance online. The findings further indicate that online learning experiences may be beneficial for female students who experience social pressures in Arab cultures.

scholarly journals Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

2021 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Arfah Habib Saragih ◽  
Joansyah Adwie ◽  
Adang Hendrawan
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Student Perception ◽  
Learning Performance ◽  
Intention To Use ◽  
Learning Satisfaction ◽  
Survey Results ◽  
Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords:  student perception, online learning, student satisfaction,   student performance, intention to use, covid-19 pandemic

Discovering Students’ Strategies in Learning English Online

2021 ◽  
Vol 17 (1) ◽  
pp. 261
Author(s):  
Norhajawati Abdul Halim ◽  
Kamisah Ariffin ◽  
Norizul Azida Darus
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Face To Face Learning ◽  
And Performance ◽  
Learning English

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.   Keywords: E-learners, Learning strategies, Online learning, Performance

Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

scholarly journals Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology

2021 ◽  
pp. 102-112
Author(s):  
Hui-Chun Hung ◽  
Shelley Shwu-Ching Young
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Performance ◽  
Innovative Technology ◽  
Flipped Learning ◽  
Thermal Physics ◽  
Face To Face ◽  
Learning Modes ◽  
Blended Online Learning

The emergence of open online courses and flipped classrooms has brought new opportunities to unbundle the traditional university. This study aimed to investigate a thermal physics classroom integrated with an open online learning mode to afford various learning strategies for students in Taiwan. Moreover, we examined students' preferred learning modes by adopting a quasi-experimental design with questionnaires, pre-test and post-test scores, self-reported journals and interviews. A total of 89 students participated in the study. The instructor allowed all students enrolled in the class to choose their own preferred learning modes. All students had full access to all course materials in both open online course and traditional face-to-face learning contexts throughout the whole semester. We examined the learners' academic performance in each learning mode and surveyed their perceptions of the course. The findings of this study indicate that information technology can transform teaching and learning in a thermal physics classroom and challenge the instructor to tailor the course to meet students' diverse needs. Significantly, students adopted five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning. This study provides a valuable reference on how traditional on-campus higher education institutions could be unbundled to create student-centred learning approaches.   Implications for practice or policy: Educators could design a flexible delivery model, allowing students to choose five learning modes, consisting of face-to-face, web facilitated, alternative blended, online learning and flipped learning in terms of their learning style and time management. For students with sufficient background knowledge, the flipped learning mode provides the best learning performance. This study could provide administrators, educators and instructors with insights and new approaches in science, technology, engineering and mathematics education and improvements in their course policies.

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