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.

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 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.

Education

2018 ◽  
Author(s):  
José van
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Big Five ◽  
Common Good ◽  
Business Models ◽  
Learning Processes ◽  
Online Course ◽  
Publicly Funded ◽  
Knowledge Based ◽  
Course Material

This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.

scholarly journals Foraging with the frontal cortex: A cross-species evaluation of reward-guided behavior

2021 ◽  
Author(s):  
Peter H. Rudebeck ◽  
Alicia Izquierdo
Keyword(s):  
Animal Models ◽  
Frontal Cortex ◽  
Psychiatric Disorders ◽  
Similarities And Differences ◽  
And Function ◽  
Future Work ◽  
Intense Debate

AbstractEfficient foraging is essential to survival and depends on frontal cortex in mammals. Because of its role in psychiatric disorders, frontal cortex and its contributions to reward procurement have been studied extensively in both rodents and non-human primates. How frontal cortex of these animal models compares is a source of intense debate. Here we argue that translating findings from rodents to non-human primates requires an appreciation of both the niche in which each animal forages as well as the similarities in frontal cortex anatomy and function. Consequently, we highlight similarities and differences in behavior and anatomy, before focusing on points of convergence in how parts of frontal cortex contribute to distinct aspects of foraging in rats and macaques, more specifically. In doing so, our aim is to emphasize where translation of frontal cortex function between species is clearer, where there is divergence, and where future work should focus. We finish by highlighting aspects of foraging for which have received less attention but we believe are critical to uncovering how frontal cortex promotes survival in each species.

Learning from a massive open online COVID-19 vaccination training experience (Preprint)

2021 ◽  
Author(s):  
Shoshanna Goldin ◽  
So Yeon Joyce Kong ◽  
Anna Tokar ◽  
Heini Utunen ◽  
Ngouille Ndiaye ◽  
...  
Keyword(s):  
Health Workers ◽  
Primary Source ◽  
Cost Effective ◽  
Online Training ◽  
Online Course ◽  
Average Score ◽  
Massive Open Online ◽  
Training Experience ◽  
Learning Platform ◽  
The Impact

BACKGROUND To prepare key stakeholders in countries for COVID-19 vaccination rollout, WHO and partners have developed online vaccination training packages. The online course launched in December 2020 on the OpenWHO learning platform. OBJECTIVE This paper presents findings of an evaluation conducted on these training packages. The evaluation was done to provide insights into user experiences and challenges, measure the impact of the course in terms of knowledge gained, and anticipate potential interest in future online vaccination courses. METHODS The primary source of data was the anonymised information on course participants, enrollment, completion, and scores from the OpenWHO platform’s statistical data and metric reporting system. Data from the OpenWHO platform was analyzed from the opening of the courses in mid-December 2020 to mid-April 2021. In addition, a learner feedback survey was sent by email to all course participants to complete within a three-week period (03/19/2021 – 04/09/2021). The survey was designed to determine the perceived strengths and weaknesses of the training packages and to understand barriers to access. RESULTS During the study period, 53,593 learners enrolled in the course. Of them, 56% completed the course, which is substantially higher than the industry benchmark of 5-10% for a Massive Open Online Course (MOOC). Overall, learners averaged 75% on the pre-quiz compared to 92% on the post-quiz, resulting in an increase in average score of 17%. 2,019 learners from the health workers course participated in the survey. Nearly 98% of respondents fully or somewhat agreed that they had more confidence in their ability to support COVID-19 vaccination following completion of this course. CONCLUSIONS The online vaccine training was well received by the target audience with a measurable impact on knowledge gained. The key benefits of online training were convenience, self-paced nature, the access to downloadable material, ability to replay material and increased ability to concentrate. Online training was identified as a timely, cost-effective way of delivering essential training to a large number of people to prepare for the COVID-19 vaccination rollout.

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals DON'T JUST SAY THANK YOU: EXPLORATION OF TYPES OF POSTS INSPIRING AND HINDERING DEEP CONVERSATIONS ONLINE

2019 ◽  
Vol 2019 ◽  
Author(s):  
Devayani Tirthali ◽  
Yumiko Murai
Keyword(s):  
Learning Community ◽  
Sequential Analysis ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Course ◽  
Online Discussion Forum ◽  
Personal Experiences ◽  
Fixed Structure ◽  
The Impact ◽  
The Given

In an open online discussion forum, where there is no fixed structure or a facilitator like a course forum without any assigned themes, every participant is a facilitator shaping the direction and depth of a conversation. How can we as designers then make sure it leads to an engaging learning community that learners keep coming back to beyond the given course period? This paper reports on sequential analysis of 172 posts in 32 threads and close reading of two threads from an open online discussion forum in a free open online course, specifically looking at the impact of participant actions as facilitative moves, to gain better understanding of the types of actions that lead to deeper and sustained engagement with the ideas of interest. Sequential analysis is an approach that estimates which types of sequences of posts or interactions are most likely to occur in a threaded discussion. The results showed that sharing personal experiences attracted most responses, implying that it is important to encourage participants to share questions or cases connected to their personal experiences. In addition, somewhat paradoxically, we found that posts acknowledging responses tend to conclude and close down the conversation while posts that ask diverging questions tend to attract more discussion.

Classroom Preferences

2010 ◽  
pp. 1268-1279
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Instruction ◽  
Online Courses ◽  
Retention Rates ◽  
Online Course ◽  
Online Programs ◽  
Traditional Courses ◽  
Course Offerings

Advances in technology have enabled instructors to design online courses that better meet the needs of students. Online courses generally are adaptations of traditional courses; some courses are more suitable for such online instruction. As the trend of online course offerings continues, universities must understand factors that lead to students’ preferences since online courses can be costly to develop and implement and inappropriate online coursescan lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

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.

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