The Impact of Gender on Online Learning Behavioral Patterns: A Comparative Study Based on Lag Sequential Analysis

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.

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Impact of COVID-19 on Adolescent Online Learning in Bangladesh

10.4018/978-1-7998-8318-0.ch015 ◽

2022 ◽

pp. 209-218

Author(s):

Fahmedur Rahman Himel ◽

Fariha Jahan Prima

Keyword(s):

Online Learning ◽

Distance Learning ◽

Comparative Study ◽

Online Classes ◽

Government Schools ◽

Children's Education ◽

Rural Government ◽

Adolescent Learning ◽

The Impact ◽

Structured Questionnaire

In this pandemic circumstance, the Bangladesh government started distance learning using broadcasting and online classes. This is a comparative study exploring the impact of online classes on adolescent learning during COVID-19 lockdown in Bangladesh. The study conducts a telephonic interview with 10 headteachers of urban and rural government schools through a semi-structured questionnaire. The study uses descriptive and documentary methods for analysis. The study finds the limitations and challenges facing by the teachers and the students to attend online classes. However, online examinations and assignments are more impactful than online classes to engage students and practice lessons but not enough to compensate for the learning gaps. Even parents are not satisfied with these. Many parents admitted their children to madrasah, and many parents want to continue their children's education after reopening the schools.

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Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: empirical evidence from a school-wide comparative study

BMC Medical Education ◽

10.1186/s12909-021-02909-z ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Meixun Zheng ◽

Daniel Bender ◽

Cindy Lyon

Keyword(s):

Online Learning ◽

Comparative Study ◽

Online Courses ◽

Dental Students ◽

Dental School ◽

Perceived Effectiveness ◽

Course Performance ◽

Didactic Instruction ◽

Face To Face ◽

The Impact

Abstract Background The COVID-19 pandemic forced dental schools to close their campuses and move didactic instruction online. The abrupt transition to online learning, however, has raised several issues that have not been resolved. While several studies have investigated dental students’ attitude towards online learning during the pandemic, mixed results have been reported. Additionally, little research has been conducted to identify and understand factors, especially pedagogical factors, that impacted students’ acceptance of online learning during campus closure. Furthermore, how online learning during the pandemic impacted students’ learning performance has not been empirically investigated. In March 2020, the dental school studied here moved didactic instruction online in response to government issued stay-at-home orders. This first-of-its-kind comparative study examined students’ perceived effectiveness of online courses during summer quarter 2020, explored pedagogical factors impacting their acceptance of online courses, and empirically evaluated the impact of online learning on students’ course performance, during the pandemic. Method The study employed a quasi-experimental design. Participants were 482 pre-doctoral students in a U.S dental school. Students’ perceived effectiveness of online courses during the pandemic was assessed with a survey. Students’ course grades for online courses during summer quarter 2020 were compared with that of a control group who received face-to-face instruction for the same courses before the pandemic in summer quarter 2019. Results Survey results revealed that most online courses were well accepted by the students, and 80 % of them wanted to continue with some online instruction post pandemic. Regression analyses revealed that students’ perceived engagement with faculty and classmates predicted their perceived effectiveness of the online course. More notably, Chi Square tests demonstrated that in 16 out of the 17 courses compared, the online cohort during summer quarter 2020 was equally or more likely to get an A course grade than the analogous face-to-face cohort during summer quarter 2019. Conclusions This is the first empirical study in dental education to demonstrate that online courses during the pandemic could achieve equivalent or better student course performance than the same pre-pandemic in-person courses. The findings fill in gaps in literature and may inform online learning design moving forward.

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

Interactive Learning Environments ◽

10.1080/10494820.2021.1946565 ◽

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

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

AJP Regulatory Integrative and Comparative Physiology ◽

10.1152/ajpregu.1991.260.3.r546 ◽

1991 ◽

Vol 260 (3) ◽

pp. R546-R552 ◽

Cited By ~ 1

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)

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Applying lag sequential analysis to detect visual behavioural patterns of online learning activities

British Journal of Educational Technology ◽

10.1111/j.1467-8535.2009.00935.x ◽

2010 ◽

Vol 41 (2) ◽

pp. E25-E27 ◽

Cited By ~ 15

Author(s):

Huei-Tse Hou ◽

Kuo En Chang ◽

Yao Ting Sung

Keyword(s):

Online Learning ◽

Sequential Analysis ◽

Learning Activities ◽

Lag Sequential Analysis ◽

Behavioural Patterns

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Level Of Anxiety And Depression Among The Wives Of Drug Abusers

Pakistan Journal of Gender Studies ◽

10.46568/pjgs.v7i1.273 ◽

2013 ◽

Vol 7 (1) ◽

pp. 53-68

Author(s):

Shaista Naz ◽

Faraz Ahmed Wajidi ◽

Nasir Sulman

Keyword(s):

Comparative Study ◽

Social Status ◽

Employment Status ◽

Total Sample ◽

Anxiety And Depression ◽

Drug Abusers ◽

Social Activities ◽

Behavioral Patterns ◽

Income Status ◽

The Impact

The main objective of the present study is to make a comparative study of the wives of drug abusers, on their anxiety and depression with regard to wives of non-drug abusers. Further an effort was made to study the age, education, social status, employment status, income, status in house, relationship with husband and interest in social activities and the impact of all these variables on the emotional and behavioral patterns of the drug abusers’ wives. The total sample consists of 200 subjects out of whom 100 are wives of drug abusers and 100 are wives of non-drug abusers. The design of the present study is descriptive. The salient findings of the present study may be summarized as the anxiety and depression have been found significantly different between wives of drug abusers and non-drug abusers.

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