Effects of Chronotypes on Students’ Choice, Participation, and Performance in Online Learning

2017 ◽  
Vol 55 (8) ◽  
pp. 1069-1087 ◽  
Author(s):  
Yi Luo ◽  
Rui Pan ◽  
Jea H. Choi ◽  
Johannes Strobel
Keyword(s):  
Online Learning ◽  
Significant Relationship ◽  
Exploratory Study ◽  
Online Courses ◽  
Biological Clock ◽  
Discussion Board ◽  
Learning Time ◽  
Course Grades ◽  
And Performance ◽  
Blackboard Learn

Introducing a new theoretical framework of chronotypes (inner biological clock), this article presents a study examining students’ choices, participation, and performance in two discussion-heavy online history courses. The study comprised two major parts: a repetition study and an exploratory study. The survey adopted in the repetition study mainly contained questions asking about participants’ preferred time of conducting online learning (a multiple-choice question), why participants choose online learning (7-point Likert scale questions), and questions to identify their chronotypes from the Munich ChronoType Questionnaire. The repetition study confirms the statistically significant relationship among the three factors for choosing online learning: students’ perceived level of control, independence, and satisfaction. A significant correlation is also identified between students’ chronotypes and their preferred online learning time. The second part of the research explored the level of participation and performance of students having different chronotypes. The students’ participation data collected were the timestamps recording each participant’s hits on the Blackboard Learn courses. The performance data were students’ final course grades, discussion board grades, and group wiki grades. The results indicate there is a statistically significant relationship between students’ chronotypes and the time of their activity in online courses. The overall level of participation affects students’ performance in online learning—students who are more active in the learning management system are likely to have higher final course grades. Implications and limitations of the study are discussed.

Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards

2016 ◽  
Vol 45 (2) ◽  
pp. 165-187 ◽  
Author(s):  
Florence Martin ◽  
Abdou Ndoye ◽  
Patricia Wilkins
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Descriptive Data ◽  
Quality Matters ◽  
Frequency Of Use ◽  
And Performance ◽  
Enhance Student Learning

Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and performance and analyzed to identify patterns and trends on how students interact with online course components based on the Quality Matters standards. Major findings of this article provide a framework and guidance for instructors on how data might be collected and analyzed to improve online learning effectiveness.

scholarly journals Gender aspects of empathy in online learning of adolescents

2021 ◽  
Vol 12 (1) ◽  
pp. 314-321
Author(s):  
Nina Pidbutska ◽  
Yuliia Demidova ◽  
Anastasiia Knysh
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Performance ◽  
Expert Assessment ◽  
Successful Performance ◽  
Learning Success ◽  
Study Results ◽  
Medium Level ◽  
And Performance ◽  
Different Levels

Aim. The aim of the article is to present the results of a study of gender-related features of the connection between empathy and performance of adolescents during online learning. The main objectives of the study are as follows: defining criteria for online learning success; holding expert assessment of success of online learning of adolescents; studying correlation between the level of empathy and success of online learning in groups of male and female. Methods. The study participants consist of 50 teenagers from a secondary school in Kharkiv (Ukraine) and their 10 teachers. The study uses the following methods: 1) expert assessment; 2) psychological testing (Mehrabian and Epstein Questionnaire); 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different levels of empathy and different levels of online learning performance); Pearson's χ2 consistency criterion- (to compare data distributions in groups of female and male participants by all study indicators); Spearman's correlation analysis (to investigate the correlation between the level of empathy and the level of successful performance of online learning of adolescents). Results. During the study, the aim has been achieved and all the objectives have been fulfilled, in particular: 1) “involvement in online learning” and "quality of online learning" are defined as criteria for online learning successful performance; 2) expert assessment of the study results is carried out, allowing us to determine that female participants show mainly medium and high levels of online learning performance, while male participants show low and medium-level results; 3) it is determined that the correlation between the level of performance of online learning and empathy in the group of girls is higher than in the group of boys. Conclusions. The study shows that the development of online courses requires not only the use of modern technological and methodological approaches, but also taking into account the gender-related and personal traits of students.

Do Student-Written Responses to Reflection Questions Predict Persistence and Performance in Online Courses?

2020 ◽  
pp. 1-21
Author(s):  
Danny Glick ◽  
Anat Cohen ◽  
Hagit Gabbay
Keyword(s):  
Online Learning ◽  
Student Persistence ◽  
Online Courses ◽  
At Risk Students ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Analysis ◽  
Written Responses ◽  
Academic Accountability ◽  
And Performance ◽  
Quality Learning

Online learning has been recognized as a promising approach to improve learning outcomes in developing countries where high-quality learning resources are limited. Concomitant with the boom in online learning, there are escalating concerns about academic accountability, specifically student outcomes as measured by persistence and success. This chapter examines whether evidence of reflection found in student written responses to a series of skill-building videos predicts success in online courses. Using a text analysis approach, this study analyzed 1,871 student responses to four reflection questions at a large online university in Panama. A binary logistic regression analysis was conducted to explore whether student persistence was affected by evidence of words associated with significant learning found in student written responses to a set of reflection questions. The results suggest that evidence of words associated with significant learning found in student written responses to reflection questions significantly predicts student persistence in online courses. A Kruskal-Wallis test found median final course grade differences between students who showed no evidence of significant learning in their written responses, and those using 1-13 words associated with significant learning. These results strongly suggest that persistence and performance in online courses are affected by evidence of reflection found in student written responses to reflection questions. These results suggest that a set of reflection tasks assigned early in the course may prove effective in identifying at-risk students.

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

scholarly journals Participation in Online Courses and Interaction With a Virtual Agent

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Donggil Song ◽  
Marilyn Rice ◽  
Eun Young Oh
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Discussion Board ◽  
Virtual Agent ◽  
Learner Participation ◽  
Learner Achievement ◽  
Interaction Factor ◽  
Two Factors ◽  
Discussion Postings

Online learning environments could be well understood as a multifaceted phenomenon affected by different aspects of learner participation including synchronous/asynchronous interactions. The aim of this study was to investigate learners’ participation in online courses, synchronous interaction with a conversational virtual agent, their relationships with learner performance, and the participation/interaction factor identification. To examine learner participation, we collected learning management system (LMS) log data that included the frequency and length of course access, discussion board postings, and final grades. To examine synchronous learner interaction, we collected learners’ conversation logs from the conversational agent. We calculated the quantity and quality of discussion postings and conversations with the agent. The results showed that the frequency and length of course access, the quantity and quality of discussion postings, and the quality of conversation with the agent were significantly associated with the learner achievement. This study also identified two factors that comprise online learning participation and interaction: interaction quality and LMS-oriented interaction.

scholarly journals If You Build It, Will They Come? Predictors of Teachers’ Participation in and Satisfaction with the Effective Classroom Interactions Online Courses

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Jennifer LoCasale-Crouch ◽  
Bridget Hamre ◽  
Amy Roberts ◽  
Kathy Neesen
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
School Readiness ◽  
Online Courses ◽  
Early Childhood Teachers ◽  
Classroom Interactions ◽  
Individual Characteristics ◽  
Discussion Board ◽  
Course Content ◽  
Course Experience

<div class="WordSection1"><p>The <em>Effective Classroom Interactions</em> (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers’ use of classroom practices that impact children’s school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their a) participation in the core course content and b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. Findings indicated that early childhood teachers accessed the course often on nights and weekends and reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. Whether or not the participant was in the course that had regular interactions with the instructor, comfort with technology and took the course for credit consistently predicted participation, but not always in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed.</p></div>

scholarly journals Tracking Student Performance Tool for Predicting Students EBPP in Online Courses

2021 ◽  
Vol 16 (23) ◽  
pp. 140-157
Author(s):  
Iman Rashid Al-Kindi ◽  
Zuhoor Al-Khanjari
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Performance ◽  
Learning Environments ◽  
Online Courses ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Overall Performance ◽  
And Performance ◽  
Improving Student Performance

Our motivation in this paper is to predict student Engagement (E), Behavior (B), Personality (P) and Performance (P) via designing a Tracking Student Perfor-mance Tool (TSPT) that obtained data directly from Moodle logs of any selected courses. The proposed tool follows the predictive EBP model that focuses mainly on student's EBP and Performance where the instructor could use it to monitor the overall performance of his/her students during the course. The results of test-ing the tool show that the developed tool gives the same as manual results analy-sis. Analyzing Moodle log of any course using such a tool is supposed to help with the implementation of similar courses and helpful for the instructor in re-designing it in a way that is more beneficial to the students. This paper sheds light on the importance of studying student's EBPP and provides interesting possibili-ties for improving student performance with a specific focus on designing online learning environments or contexts.

scholarly journals CORRELATIONAL ANALYSIS OF STUDENT VISIBILITY AND PERFORMANCE IN ONLINE LEARNING

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Minjuan Wang
Keyword(s):  
Online Learning ◽  
Social Context ◽  
Learning Outcomes ◽  
Student Performance ◽  
Discussion Board ◽  
Online Course ◽  
Visibility Score ◽  
Making Friends ◽  
And Performance ◽  
The Relationship

This study examines the relationship between student visibility and learning outcomes in a graduate-level online course. Visibility in this study refers to students’ cognitive, social, and emotive presence [1, 2] in various communication settings, such as posts on the discussion board, contributions in live chats, email messages, online profiles, and inputs via any other means of communication. A visibility score is determined for each student, and the Spearman r correlational tests are used to detect any significant correlation between visibility and learning outcomes (grades). In addition, two surveys were distributed to the students at the end of the course: (a) Survey on Self-Perception on Learning Experiences provides a context for understanding student performance; and (b) Survey on Useful Aspects of Socializing Online asks students to rank the importance of eight types of online activities, such as sharing information, solving problems, and making friends. Both surveys probe into students’ perceptions and social context, which often have great impact on students’ online presence.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

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