Mining Learning Behavioral Patterns of Students by Sequence Analysis in Cloud Classroom

2017 ◽  
Vol 15 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Sanya Liu ◽  
Zhenfan Hu ◽  
Xian Peng ◽  
Zhi Liu ◽  
H. N. H. Cheng ◽  
...  
Keyword(s):  
Learning Style ◽  
Learning Analytics ◽  
Sequential Analysis ◽  
Behavioral Patterns ◽  
Grade Group ◽  
Course Content ◽  
Grade Levels ◽  
Making Sense ◽  
Control Learning ◽  
Learner Activity

In a MOOC environment, each student's interaction with the course content is a crucial clue for learning analytics, which offers an opportunity to record learner activity of unprecedented scale. In online learning, the educators and the administrators need to get informed with students' learning states since the performance of unsupervised learning style is difficult to control. Learning analytics considered as a key process is to provide students and educators with evidence-based, analytical and contextual outcomes in a way of making sense of their learning engagements. In this conceptual framework, this manuscript per the authors intends to adopt sequential analysis method to exploit students' learning behavior patterns in Cloud classroom (an online course platform based on MOOC). Moreover, this research also compares the behavioral patterns of four grade levels in a university, with the purpose of finding the most key behavioral patterns of each grade group.

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 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.

scholarly journals Book Review: Learning Style Perspectives: Impact in the Classroom

2015 ◽  
Vol 12 (1) ◽  
pp. 120-122
Author(s):  
Kathryn Harden-Thew ◽  
◽  
Romy Lawson ◽  
Keyword(s):  
Learning Styles ◽  
Postsecondary Education ◽  
Learning Style ◽  
Learning Preferences ◽  
Course Content ◽  
Entry Level ◽  
The Third ◽  
Careful Thought ◽  
Practical Nature

Following the first two editions of her book, which she wrote solo, Celli has joined forces with colleague N D Young for the third edition. Celli and Young have prepared this book with the goal of giving instructors in postsecondary education “a primer on learning styles” (p.11). In a review of the second edition, Kovac (1999) highlighted the importance for educators of understanding the learning styles of their students to better present course content. Fifteen years later this statement remains true. With Kovac’s own teaching background in chemistry, he noted that it was challenging to address the differing learning preferences of all students in his classes. He pointed to the practical nature of Celli’s book in addressing these needs and offering pedagogic solutions. This third edition appears to have altered little, with an entry-level overview of learning-style theory, followed by an explanation of Celli and Young’s own learning-style theory. Celli and Young set out to address the struggle of every educator who seeks to improve pedagogic practice in the classroom through careful thought, planning and innovative implementation.

scholarly journals An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students

2021 ◽  
Vol 13 (17) ◽  
pp. 9693
Author(s):  
Jan DeWaters ◽  
Susan Powers ◽  
Felicity Bilow
Keyword(s):  
Learning Outcomes ◽  
Engineering Students ◽  
Qualitative Assessment ◽  
Technical Knowledge ◽  
Engineering Programs ◽  
Course Content ◽  
Energy Education ◽  
Grade Levels ◽  
Energy Technologies ◽  
Complex Interactions

Engineering graduates must be prepared to support our world’s need for a clean and sustainable energy future. Complex problems related to energy and sustainability require engineers to consider the broad spectrum of interrelated consequences including human and environmental health, sociopolitical, and economic factors. Teaching engineering students about energy within a societal context, simultaneous with developing technical knowledge and skills, will better prepare them to solve real-world problems. Yet few energy courses that approach energy topics from a human-centered perspective exist within engineering programs. Engineering students enrolled in energy programs often take such courses as supplemental to their course of study. This paper presents an engineering course that approaches energy education from a socio-technical perspective, emphasizing the complex interactions of energy technologies with sustainability dimensions. Course content and learning activities are structured around learning outcomes that require students to gain technical knowledge as well as an understanding of broader energy-related impacts. The course attracts students from a variety of majors and grade levels. A mixed quantitative/qualitative assessment conducted from 2019–2021 indicates successful achievement of course learning outcomes. Students demonstrated significant gains in technical content knowledge as well as the ability to critically address complex sociotechnical issues related to current and future energy systems.

scholarly journals The potential and pitfalls of learning analytics as a tool for supporting student wellbeing

2018 ◽  
Vol 1 (2) ◽  
pp. 165-172 ◽  
Author(s):  
Samantha J Ahern
Keyword(s):  
Learning Analytics ◽  
Student Support Services ◽  
Information Age ◽  
Policy Research ◽  
Student Wellbeing ◽  
Course Content ◽  
Health And Wellbeing ◽  
Public Policy Research ◽  
Student Privacy ◽  
Uk Higher Education

Learning Analytics is a growing field in UK Higher Education Institutes (HEIs) with many implementations focusing on Early Alert and Student Success, but is this putting the cart before the horse? In the 2017 #StepChange report Universities UK suggested that learning analytics should be aligned to student wellbeing. With reported increases in incidents of student mental ill-health and extra demands being placed on student support services as a consequence this seems an appropriate application of this technology. However, there are a number of concerns related to student privacy and the interpretation and presentation of the analytics. Also, who will be designing and performing interventions? At a time when there is growing concerns around the wellbeing of staff, should we be adding a further burden? Do we risk being eaten by the analytics crocodile? It is clear that to utilise learning analytics in this way poses a number of challenges, but in the information age, when this data is available to us is it moral or legal to remain the caterpillar, knowing nothing of who our students are? With Institute for Public Policy Research stating that “…a majority of HEIs should take measures to ensure that the nature of course content and delivery does not result in academic rigour being sought at the expense of students’ mental health and wellbeing.” we should be doing all we can to adequately and pro-actively support our students.

Turning Social Problems Determined by Pre-service Teachers into Course Content in Primary Education

2021 ◽  
Vol 9 (2) ◽  
pp. 151
Author(s):  
Ahu Taneri
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Social Problems ◽  
Teaching Practice ◽  
Teaching Method ◽  
Teaching Practicum ◽  
Course Content ◽  
Teachers Perceptions ◽  
Grade Levels ◽  
Key Competencies

In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers’ perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.

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