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.

Discovering the Two-Step Lag Behavioral Patterns of Learners in the College SPOC Platform

2017 ◽  
Vol 13 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Zhi Liu ◽  
Hercy N.H. Cheng ◽  
Sanya Liu ◽  
Jianwen Sun
Keyword(s):  
Frequency Analysis ◽  
Sequential Analysis ◽  
Learning Processes ◽  
Retention Rates ◽  
Online Course ◽  
Behavioral Patterns ◽  
Behavioral Sequence ◽  
Learning Platform ◽  
Similarities And Differences ◽  
Future Work

Due to high retention rates, small private online course (SPOC) has become increasingly popular among universities. However, existing analyses of learning behavioral patterns in SPOC remain extremely lacking. This present study conducts an empirical analysis on the behavioral patterns of 12,517 undergraduates engaging in a college's SPOC platform, called StarC. In this study, the authors collected and summarized the learning behaviors generated from these learners during 348 days of observation. They further coded the behaviors and extracted the two-step lag sequences in learning processes of individuals. The frequency analysis and sequential analysis were subsequently adopted to discover the distributions and frequency transition patterns of the two-step behavioral sequence in StarC. Besides, grade similarities and differences were computed and analyzed in terms of behavioral patterns. With these results, the potential and inadequacies of the learning platform are discussed, and some suggestions are offered for future work on the study and development of SPOCs.

Effective Online Learning for Adults

2018 ◽  
pp. 115-124
Author(s):  
Darnell J. Bradley
Keyword(s):  
Online Learning ◽  
Adult Students ◽  
Doctoral Students ◽  
Online Teaching ◽  
Learning Experiences ◽  
Online Course ◽  
Elective Courses ◽  
Course Experiences

Using seven of Ragan's 10 principles of effective online teaching, the online course experiences of 84 doctoral students was examined. The doctoral students took a series of research-focused elective courses over the course of a year. An instructor questionnaire was created based on Ragan's principles and disseminated to the students after completion of the course. The author offers analysis of the results via their connection to Ragan's principles and offers practical ideas for how instructors can create effective online learning experiences for adult students.

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.

CROSS-CULTURAL DIFFERENCES IN UNDERGRADUATE STUDENTS' PERCEPTIONS OF ONLINE BARRIERS

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Larissa A Olesova ◽  
Dazhi Yang ◽  
Jennifer C Richardson
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Cultural Influences ◽  
Online Discussions ◽  
Online Course ◽  
Cultural Groups ◽  
Cultural Backgrounds ◽  
Cross Cultural Differences ◽  
The Impact

The intent of this study was to learn about students’ perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach utilizing surveys and interviews was used to investigate (1) the types of barriers the students perceived participating in an asynchronous online course across the two cultural groups, and (2) the impact of those barriers on the quality of students’ postings. Findings indicate that cultural influences can add potential barriers to online learning aside from those widely reported in the literature. The study has implications for instructors and designers in creating online learning environments, especially as it relates to asynchronous communication across multiple locations and cultural backgrounds.

scholarly journals Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Jerry Chih-Yuan Sun ◽  
Che-Tsun Lin ◽  
Chien Chou
Keyword(s):  
Cluster Analysis ◽  
Graduate Students ◽  
Learning Environment ◽  
Learning Analytics ◽  
Sequential Analysis ◽  
Learning Motivation ◽  
Online Course ◽  
Behavioral Patterns ◽  
Online Reading ◽  
High Motivation

This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study’s participants consisted of 160 graduate students who were classified into three group types:  low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study reveals that highly motivated students exhibited a relatively serious reading pattern in a multi-tasking learning environment, and that online reading duration was a significant indicator of motivation in taking an online course. Finally, recommendations were provided to instructors and researchers based on the results of the study.

scholarly journals Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

2017 ◽  
Vol 19 (1) ◽  
pp. 73 ◽  
Author(s):  
Luz Edith Herrera Díaz ◽  
Darlene González Miy
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Community Of Inquiry ◽  
Learning Experiences ◽  
Teaching Presence ◽  
Online Course ◽  
Preliminary Study ◽  
Community Of Inquiry Framework ◽  
Basic English ◽  
The Relationship

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners’ perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

Socio-Cultural Dimensions of E-Learning Systems

2010 ◽  
pp. 154-165
Author(s):  
Blessing Foluso Adeoye ◽  
Adesoji Oni
Keyword(s):  
Online Learning ◽  
Transformative Learning ◽  
Learning Systems ◽  
Cultural Dimensions ◽  
Cultural Backgrounds ◽  
Social Transformations ◽  
Transformational Process ◽  
E Learning ◽  
The Relationship ◽  
Learner Experience

As students develop critical and reflective thinking skills and are encouraged to care about the world around them, they may realize that some degrees of personal or social transformations are required. Considering this, it is important to note that transformational process can be enhanced with online learning (especially e-learning). Therefore, knowledge about the relationship between culture and online education is very relevant. The purpose of this study was to explore the relationship between national culture and the usability of an e-learning system. Hofstede’s cultural dimensions were used to guide the cultural aspects of this study while Nielsen’s four usability attributes were also used to support the usability aspect of the study. It was concluded that individual cultural backgrounds contribute substantially to the usability of most online learning systems. Teachers and designers can talk about crafting or designing the learner experience, but the level of control over learner experience is quite indirect and mediated by several factors not under teacher control. With respect to transformative learning, some learners may be ready for deeper change while others are not.

Facilitating Active Learning and Collaboration in Online Mathematics Content Courses for Secondary Teachers

2018 ◽  
pp. 139-155
Author(s):  
Michelle Homp
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Experiences ◽  
Online Course ◽  
Online Learning Environment ◽  
Teachers Perceptions ◽  
Mathematics Content Courses ◽  
Online Mathematics

This chapter reviews teachers' perceptions of the collaborative learning experiences when enrolled in an online course to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment. A survey was designed to solicit feedback from mathematics teachers of Grades 6-12 who have completed online mathematics content courses at the University of Nebraska – Lincoln (UNL) for professional development or for graduate credit. The survey specifically addresses the teachers' perceptions of the collaborative learning experiences during their online course. Combined with feedback from numerous course evaluations and the experiences of several online mathematics instructors from UNL's Department of Mathematics, results of the survey are utilized to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment.

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.

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