Impact of cultural diversity on students’ learning behavioral patterns in open and online courses: a lag sequential analysis approach

2021 ◽  
pp. 1-20
Author(s):  
Ahmed Tlili ◽  
Huanhuan Wang ◽  
Bojun Gao ◽  
Yihong Shi ◽  
Nian Zhiying ◽  
...  
Keyword(s):  
Cultural Diversity ◽  
Sequential Analysis ◽  
Online Courses ◽  
Analysis Approach ◽  
Behavioral Patterns ◽  
Lag Sequential Analysis

Food deprivation-induced vs. drug-induced feeding: a behavioral evaluation

1991 ◽  
Vol 260 (3) ◽  
pp. R546-R552 ◽  
Author(s):  
A. S. Levine ◽  
M. A. Kuskowski ◽  
M. Grace ◽  
C. J. Billington
Keyword(s):  
Neuropeptide Y ◽  
Food Deprivation ◽  
Sequential Analysis ◽  
Behavioral State ◽  
Behavioral Patterns ◽  
Drug Induced ◽  
Plastic Tube ◽  
Lag Sequential Analysis ◽  
Almost All ◽  
Time Eating

Several neuroactive substances including neuropeptide Y (NPY), muscimol, and norepinephrine (NE) stimulate feeding in satiated rats. In the present study, we observed the behavioral patterns of rats stimulated to eat by food deprivation or by intracerebroventricular (icv) injection of orexigenic agents to explore the hypothesis that such agents produce a behavioral state resembling hunger. Animals that were food deprived for 24 h spent the majority of their time eating (35%), drinking (5%), resting (44%), and moving (13%) when food was available. If food was removed and substituted with a chewable substrate (plastic tube), they chewed on tubes for a brief period (5%) but spent most of their time moving (14%) or resting (77%). In the absence of food or tubes, they briefly moved about the cage (4%) and spent almost all of their time resting (94%). The patterns observed with the orexigenic drugs were different, particularly in the absence of food. NPY-injected rats were more active than deprived rats, spending 22% of their time moving in the presence of food, 47% in the presence of tubes, and 37% in the absence of food or tubes. Rats injected with muscimol demonstrated a marked increase in the time spent chewing and eating. These rats spent 67% of their time eating in the presence of food and chewed 25% of the time in the absence of either food or tubes. NE-injected rats also chewed when tubes were present (17%) or when no food or tubes were present (10%). Lag sequential analysis further documented differences in behavioral patterns amongst the various treatments.(ABSTRACT TRUNCATED AT 250 WORDS)

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.

Competitive and Cooperative Decision-Making Groups

1980 ◽  
Vol 7 (4) ◽  
pp. 457-478 ◽  
Author(s):  
Dorothy Lenk Krueger
Keyword(s):  
Decision Making ◽  
Sequential Analysis ◽  
Group Interaction ◽  
Communication Patterns ◽  
Sample Group ◽  
Lag Sequential Analysis ◽  
Patterns Of Communication ◽  
Two Measures ◽  
Cooperative Decision Making

This study investigates differences among four decision-making groups and describes the patterns of communication unique to two groups. In the first part of the investigation, four decision-making groups are given either competitive or cooperative inducements and are compared on two measures: competition and satisfaction. The two groups given the competitive inducement (Groups I and III) were found to have significantly higher competition and lower satisfaction than the groups given cooperative inducements (Groups II and IV). In the second part of the study a lag sequential analysis is conducted on the coded communicative sequences in the highest and lowest competition groups (I and II, respectively). This analysis yields patterns to decision-making unique to each sample group. Group I's communication is characterized by highly probable (above-chance) sequences of disagreement messages and few probable agreement messages. Group II's communication patterns consist of highly probable sequences of decision development and probable agreement/support messages throughout the group interaction.

Collaborative Behavior Patterns of Students in Programming Instruction

2022 ◽  
pp. 073563312110622
Author(s):  
Sinan Hopcan ◽  
Elif Polat ◽  
Ebru Albayrak
Keyword(s):  
Preservice Teachers ◽  
Programming Languages ◽  
Sequential Analysis ◽  
Pair Programming ◽  
Programming Approach ◽  
Behavioral Learning ◽  
Programming Instruction ◽  
Collaborative Behavior ◽  
Lag Sequential Analysis ◽  
Programming Process

The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students’ behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.

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