scholarly journals Self-Regulation Students’ Online Learning Behavior in General Education Courses of University of Phayao

2021 ◽  
Vol 16 (14) ◽  
pp. 269
Author(s):  
Narin Nonthamand ◽  
Narissara Suaklay
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
General Education ◽  
Online Courses ◽  
Self Regulation ◽  
Stepwise Multiple Regression ◽  
Online Course ◽  
Learning Behavior ◽  
General Education Courses ◽  
Education Courses

This research were aimed 1) to survey the self-regulation behavior among of University of Phayao students 2) to survey the online learning behavior among of University of Phayao students and 3) to study factors on self-regulation that has an influence on an online learning. Sample Group con-sisted of 450 students who enroll general education course of an online courses. The research tool was questionnaire forms about self-regulation in an online course and online learning behavior. The statistics were used to an-alyse the data as follows: mean (M), standard deviation (S.D.), and Stepwise Multiple Regression Analysis. The result found that 1) the students’ behavior on self-regulation was mainly on decision making (M = 3.89) 2) the students’ online learning be-havior was mainly on learner aspect (M = 3.88) and 3) the factors that sup-port students’ online learning behavior consisting of self-observation factor, decision making factor and self-regulation factor. The percentage was 39.90, and shown the raw score and standard score was found from this formula online learning behavior = 0.822 + 0.423 (self-reaction) + 0.183 (self-observation) + 0.141 (decision making) Z online learning behavior = 0.377 Z self-reaction + 0.169 Z self-observation + 0.137 Z decision making

scholarly journals Construction and Empirical Study of Learner Portrait in Online General Education Course

2022 ◽  
Vol 2022 ◽  
pp. 1-9
Author(s):  
Zongbiao Zhang
Keyword(s):  
Online Learning ◽  
General Education ◽  
Support Services ◽  
Learning Experience ◽  
Learning Support ◽  
Course Selection ◽  
Four Levels ◽  
General Education Courses ◽  
Education Courses ◽  
Process Product

The problems of high course selection rate, low completion rate, and insufficient pertinence of learning support services in online general education courses are the focus of current general education researchers. Based on 3P (presage, process, and product) learning theory, we put forward a “three-stage, four-level” framework for learners’ portrait process of online general education course, including three learning stages of “presage process product” and four levels of “portrait goal, data collection, label analysis, and portrait service.” Then, taking the learners of the online general education course of Zhejiang Shuren College as an example, we make a case analysis based on the portrait framework, evaluate the learning effect from different stages, and put forward targeted teaching strategies and measures. Research results show that the proposed framework can reflect the characteristics of online learning experience, online learning investment, and online learning results of high-risk learners and can provide data support for the design of online learning support services and optimizing learning effects.

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.

A Data Visualization for Helping Students Decide Which General Education Courses to Enroll: Case of Chulalongkorn University

2019 ◽  
pp. 627-635
Author(s):  
Nagul Cooharojananone ◽  
Jidapa Dilokpabhapbhat ◽  
Thanaporn Rimnong-ang ◽  
Manutsaya Choosuwan ◽  
Pattamon Bunram ◽  
...  
Keyword(s):  
General Education ◽  
Data Visualization ◽  
General Education Courses ◽  
Education Courses

scholarly journals Applying the Matrix Model in an English for Presentation Online Class during COVID-19 Pandemic: A Case Study of an Undergraduate Class in Thailand

2021 ◽  
Vol 14 (9) ◽  
pp. 12
Author(s):  
Prapaporn Sompakdee ◽  
Wichuta Chompurach ◽  
Werachai Thanamaimas ◽  
Siraprapa Kotmungkun
Keyword(s):  
Online Learning ◽  
Matrix Model ◽  
Online Courses ◽  
Private University ◽  
Online Course ◽  
The Matrix ◽  
Online Course Development ◽  
Data Collections ◽  
Class Presentation ◽  
Academic Year

During the COVID-19 pandemic, online learning was an important topic for scholars. A private university in Khon Kaen Province, Thailand followed a policy to create online courses for every subject to ensure that education could proceed effectively. To correspond with the policy, the Matrix Model was integrated with the online course development of an English for Presentation class at this private university. The Matrix Model is also known as SAMR which refers to Substitution, Augmentation, Modification, and Redefinition. The online course was presented in the third semester of the academic year of 2019 with 77 participants who volunteered to participate in this course. The research instruments used in this study were observation, surveying, and interview. The data collections were done at the beginning, during, and after the course to provide a comprehensive study of online learning. The data revealed both positive opinions and obstacles associated with this online learning. The results of using the SAMR model in this study do provide benefits to students and educators and show that 84% of the participants prefer online presentation over in-class presentation.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

scholarly journals Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Suzanne Hayes ◽  
Sedef Uzuner-Smith ◽  
Peter Shea
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Self Regulation ◽  
Theoretical Models ◽  
Underlying Structure ◽  
Learning Needs ◽  
Online Learners ◽  
Online Instructors ◽  
Pedagogical Strategies ◽  
Learning Presence

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners’ discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

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