scholarly journals Investigating the Relationship Between Task Complexity, Cognitive Ability and Disorientation in Hypertext Navigation

2018 ◽  
Vol 13 (4) ◽  
pp. 431-443
Author(s):  
Alper Bayazıt ◽  
Servet Bayram ◽  
Gonca Kızılkaya Cumaoğlu
Keyword(s):  
Cognitive Ability ◽  
Information Seeking ◽  
Online Courses ◽  
Task Complexity ◽  
Massive Open Online Courses ◽  
Management Systems ◽  
Massive Open Online ◽  
Web Based ◽  
Navigation Patterns ◽  
The Relationship

Learning Management Systems, Massive Open Online Courses, Wikis are designed in hypertext format which has a more participative and potentially paradigm-changing environment for building and sharing knowledge. In these environments, the students navigate on their own for gaining the objectives (learning) or information seeking (searching). However, the users sometimes faced with a common and serious problem called disorientation which is defined as a feeling lost in web based environments. It is important to determine the reasons for disorientation in order to make the students to navigate more efficiently in these environments. Thus, the purpose of this study is to investigate the relationship between the navigation patterns, disorientation level and students’ cognitive ability. For this purpose, an experimental research was designed and 223-page wiki environment was developed as a network structured hypertext environment. Sixty-nine university students’ navigation processes including 6.880 row log data were recorded in order to measure their disorientation scores. In addition, we found that while the task was more complex, the disorientation score was decreased. Possible causes of the results are discussed. Keywords: Disorientation, cognitive ability, hypermedia navigation, task complexity

scholarly journals Investigating the relationship between task complexity, cognitive ability and disorientation in hypertext navigation

2019 ◽  
Vol 10 (4) ◽  
pp. 286-298
Author(s):  
Alper Bayazıt ◽  
Servet Bayram ◽  
Gonca Kızılkaya Cumaoğlu
Keyword(s):  
University Students ◽  
Cognitive Ability ◽  
Experimental Research ◽  
Task Complexity ◽  
Web Based ◽  
Navigation Task ◽  
Log Data ◽  
Navigation Patterns ◽  
The Relationship

Users sometimes face a common and serious problem called disorientation, which is defined as the feeling of being lost in a web-based environment. It is important to determine the reasons for disorientation in order to make the students navigate more efficiently in these environments. The aim of this study is to investigate the relationship between navigation patterns, disorientation level and students’ cognitive ability. For this purpose, an experimental research was designed and a 223-page Wiki environment was developed as a network structured hypertext environment. Sixty-nine university students’ navigation processes including 6.880-row log data were recorded in order to measure their disorientation scores. We found that task complexity negatively affected disorientation scores. Disorientation scores decreased as the tasks became more difficult. Possible causes of the results are discussed. Keywords: Disorientation, cognitive ability, hypermedia navigation, task complexity.

scholarly journals Foreword

2020 ◽  
pp. xiii-xiv
Author(s):  
Darla K. Deardorff
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Asia Pacific ◽  
Intercultural Learning ◽  
Massive Open Online ◽  
Web Based ◽  
Global North ◽  
Practical Information ◽  
Intercultural Literature

This publication on virtual exchange is incredibly timely, coming as it does during the pandemic, when universities are increasingly turning to virtual exchange as a viable tool for intercultural learning, particularly when travel and physical exchange are challenging to nearly impossible. The chapters in this publication provide useful and vetted insights into how to implement virtual exchange in practical and concrete ways, from using wikis in online learning to developing mentor/learner relationships in Massive Open Online Courses (MOOCs) to a web-based virtual exchange project. This kind of practical information, grounded in research, is needed now more than ever as universities turn to virtual exchange and online learning as a way forward even in the post-pandemic world. Moreover, given that so much of the intercultural literature is published in the Global North, these chapters provide much-needed insights from uniquely Asia-Pacific perspectives.

scholarly journals A MOOC Video Viewing Behavior Analysis Algorithm

2018 ◽  
Vol 2018 ◽  
pp. 1-7
Author(s):  
Yong Luo ◽  
Guochang Zhou ◽  
Jianping Li ◽  
Xiao Xiao
Keyword(s):  
Behavior Analysis ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Release Time ◽  
Massive Open Online ◽  
Independence Test ◽  
Analysis Algorithm ◽  
Video Viewing ◽  
Negative Linear Correlation ◽  
The Relationship

MOOCs (massive open online courses) are developing rapidly, but they also face many problems. As the MOOC’s most important resource, the course videos have a very important influence on the learning. This article defines the ratio R (R=Average  viewing  duration/Video  length), which reflects the popularity of the video. By analyzing the relationship between the video length, release time, and R, we found a significant negative linear correlation between video length and R and video release time and R. However, when the number of videos is less than the threshold, the release time has less influence on R. This paper presents a video viewing behavior analysis algorithm based on multiple linear regression. The residual independence test proved that the algorithm has a good approximation to the data. It can predict the popularity of similar course videos to help producers optimize video design.

scholarly journals Studying Learner Behavior in Online Courses With Free-Certificate Coupons: Results From Two Case Studies

2020 ◽  
Vol 21 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
José A. Ruipérez-Valiente ◽  
Justin Reich
Keyword(s):  
Case Studies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Learning Behavior ◽  
Massive Open Online ◽  
The Cost ◽  
The Relationship ◽  
Influence Behavior

The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1, we compare participation and certification rates between courses with and without free-certificate coupons. In the courses with a free-certificate track, participants signed up for the verified-certificate track at higher rates, and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study 2, we compare learner behavior within the same courses by whether they received access to a free-certificate track. Access to free certificates was associated with lower certification rates, but overall, certification rates remained high, particularly among those who viewed the courses. These findings suggest that some incentives, other than simply the cost of paying for a verified-certificate track, may motivate learners to complete MOOCs.

Massive Open Online Courses and Completion Rates

2017 ◽  
pp. 24-49 ◽  
Author(s):  
Amanda Sue Schulze ◽  
Doug Leigh ◽  
Paul Sparks ◽  
Elio Spinello
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Educational Experiences ◽  
Change Agents ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that completion rates can average fewer than 5%. Such low completion rates raise questions about the effectiveness of MOOCs and whether all adults have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve more than just the most persistent, self-directed learners. This study explored the relationship between self-directed learning readiness and MOOC completion percents among adults taking a single Coursera MOOC. By examining self-directed learning - the ability to take responsibility for one's own educational experiences - and MOOC completion rates, this research may help to confirm the knowledge and skills needed to be a successful adult learner in the 21st century, as well as how to improve online education offered to adult learners.

scholarly journals Investigating the relationship between task complexity, cognitive ability and disorientation in hypertext navigation

2018 ◽  
Vol 10 (4) ◽  
pp. 115-127
Author(s):  
Alper Bayazıt ◽  
Servet Bayram ◽  
Gonca Kızılkaya Cumaoglu
Keyword(s):  
University Students ◽  
Cognitive Ability ◽  
Experimental Research ◽  
Task Complexity ◽  
Navigation Task ◽  
Log Data ◽  
Navigation Patterns ◽  
The Relationship

Users sometimes face a common and serious problem called disorientation, which is defined as the feeling of being lost in aweb-based environment. It is important to determine the reasons for disorientation in order to make the students navigatemore efficiently in these environments. The aim of this study is to investigate the relationship between navigation patterns,disorientation level and students’ cognitive ability. For this purpose, an experimental research was designed and a 223-pageWiki environment was developed as a network structured hypertext environment. Sixty-nine university students’ navigationprocesses including 6.880-row log data were recorded in order to measure their disorientation scores. We found that taskcomplexity negatively affected disorientation scores. Disorientation scores decreased as the tasks became more difficult.Possible causes of the results are discussed.Keywords: Disorientation, cognitive ability, hypermedia navigation, task complexity.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science
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