Relationship between students’ online learning behavior and course performance: What contextual information matters?

This study examines whether including more contextual information in data analysis could improve our ability to identify the relation between students’ online learning behavior and overall performance in an introductory physics course. We created four linear regression models correlating students’ p...

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Autores principales:	Zhongzhou Chen, Mengyu Xu, Geoffrey Garrido, Matthew W. Guthrie
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/168271da2220475192727697f6585ccb
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spelling	oai:doaj.org-article:168271da2220475192727697f6585ccb2021-12-02T11:40:33ZRelationship between students’ online learning behavior and course performance: What contextual information matters?10.1103/PhysRevPhysEducRes.16.0101382469-9896https://doaj.org/article/168271da2220475192727697f6585ccb2020-06-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.010138http://doi.org/10.1103/PhysRevPhysEducRes.16.010138https://doaj.org/toc/2469-9896This study examines whether including more contextual information in data analysis could improve our ability to identify the relation between students’ online learning behavior and overall performance in an introductory physics course. We created four linear regression models correlating students’ pass-fail events in a sequence of online learning modules with their normalized total course score. Each model takes into account an additional level of contextual information than the previous one, such as student learning strategy and duration of assessment attempts. Each of the latter three models is also accompanied by a visual representation of students’ interaction states on each learning module. We found that the best performing model is the one that includes the most contextual information, including instruction condition, internal condition, and learning strategy. The model shows that while most students failed on the most challenging learning module, those with normal learning behavior are more likely to obtain higher total course scores, whereas students who resorted to guessing on the assessments of subsequent modules tended to receive lower total scores. Our results suggest that considering more contextual information related to each event can be an effective method to improve the quality of learning analytics, leading to more accurate and actionable recommendations for instructors.Zhongzhou ChenMengyu XuGeoffrey GarridoMatthew W. GuthrieAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 1, p 010138 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Zhongzhou Chen Mengyu Xu Geoffrey Garrido Matthew W. Guthrie Relationship between students’ online learning behavior and course performance: What contextual information matters?
description	This study examines whether including more contextual information in data analysis could improve our ability to identify the relation between students’ online learning behavior and overall performance in an introductory physics course. We created four linear regression models correlating students’ pass-fail events in a sequence of online learning modules with their normalized total course score. Each model takes into account an additional level of contextual information than the previous one, such as student learning strategy and duration of assessment attempts. Each of the latter three models is also accompanied by a visual representation of students’ interaction states on each learning module. We found that the best performing model is the one that includes the most contextual information, including instruction condition, internal condition, and learning strategy. The model shows that while most students failed on the most challenging learning module, those with normal learning behavior are more likely to obtain higher total course scores, whereas students who resorted to guessing on the assessments of subsequent modules tended to receive lower total scores. Our results suggest that considering more contextual information related to each event can be an effective method to improve the quality of learning analytics, leading to more accurate and actionable recommendations for instructors.
format	article
author	Zhongzhou Chen Mengyu Xu Geoffrey Garrido Matthew W. Guthrie
author_facet	Zhongzhou Chen Mengyu Xu Geoffrey Garrido Matthew W. Guthrie
author_sort	Zhongzhou Chen
title	Relationship between students’ online learning behavior and course performance: What contextual information matters?
title_short	Relationship between students’ online learning behavior and course performance: What contextual information matters?
title_full	Relationship between students’ online learning behavior and course performance: What contextual information matters?
title_fullStr	Relationship between students’ online learning behavior and course performance: What contextual information matters?
title_full_unstemmed	Relationship between students’ online learning behavior and course performance: What contextual information matters?
title_sort	relationship between students’ online learning behavior and course performance: what contextual information matters?
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/168271da2220475192727697f6585ccb
work_keys_str_mv	AT zhongzhouchen relationshipbetweenstudentsonlinelearningbehaviorandcourseperformancewhatcontextualinformationmatters AT mengyuxu relationshipbetweenstudentsonlinelearningbehaviorandcourseperformancewhatcontextualinformationmatters AT geoffreygarrido relationshipbetweenstudentsonlinelearningbehaviorandcourseperformancewhatcontextualinformationmatters AT matthewwguthrie relationshipbetweenstudentsonlinelearningbehaviorandcourseperformancewhatcontextualinformationmatters
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Relationship between students’ online learning behavior and course performance: What contextual information matters?

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