Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks

This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-on-task, attendance, and performance at different points throughout a semester (beginning, during, and end) based on two online courses: one course offering authentic discussion-based learning a...

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Autor principal:	Sanghoon Park
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	authentic learning task behavioral experience online learning Web log data time-on-task Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/89dac5a3cc2844bc91164fdfe03646ac
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spelling	oai:doaj.org-article:89dac5a3cc2844bc91164fdfe03646ac2021-12-02T19:25:49ZAnalysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks10.19173/irrodl.v18i2.24331492-3831https://doaj.org/article/89dac5a3cc2844bc91164fdfe03646ac2017-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2433https://doaj.org/toc/1492-3831This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-on-task, attendance, and performance at different points throughout a semester (beginning, during, and end) based on two online courses: one course offering authentic discussion-based learning activities and the other course offering authentic design/development-based learning activities. Web log data were collected to determine the number of learner behavioral interactions with the Moodle learning management system (LMS), the number of behavioral interactions with peers, the time-on-task for weekly tasks, and the recorded attendance. Student performance on weekly tasks was also collected from the course data. Behavioral interactions with the Moodle LMS included resource viewing activities and uploading/downloading file activities. Behavioral interactions with peers included discussion postings, discussion responses, and discussion viewing activities. A series of Mann-Whitney tests were conducted to compare the two types of behavioral interactions between the two courses. Additionally, each student's behavioral interactions were visually presented to show the pattern of their interactions. The results indicated that, at the beginning of the semester, students who were involved in authentic design/development-based learning activities showed a significantly higher number of behavioral interactions with the Moodle LMS than did students involved in authentic discussion-based learning activities. However, in the middle of the semester, students engaged in authentic discussion-based learning activities showed a significantly higher number of behavioral interactions with peers than did students involved in authentic design/development-based learning activities. Additionally, students who were given authentic design/development-based learning activities received higher performance scores both during the semester and at the end of the semester and they showed overall higher performance scores than students who were given authentic discussion-based learning activities. No differences were found between the two groups with respect to time-on-task or attendance. Sanghoon ParkAthabasca University Pressarticleauthentic learning taskbehavioral experienceonline learningWeb log datatime-on-taskSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	authentic learning task behavioral experience online learning Web log data time-on-task Special aspects of education LC8-6691
spellingShingle	authentic learning task behavioral experience online learning Web log data time-on-task Special aspects of education LC8-6691 Sanghoon Park Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks
description	This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-on-task, attendance, and performance at different points throughout a semester (beginning, during, and end) based on two online courses: one course offering authentic discussion-based learning activities and the other course offering authentic design/development-based learning activities. Web log data were collected to determine the number of learner behavioral interactions with the Moodle learning management system (LMS), the number of behavioral interactions with peers, the time-on-task for weekly tasks, and the recorded attendance. Student performance on weekly tasks was also collected from the course data. Behavioral interactions with the Moodle LMS included resource viewing activities and uploading/downloading file activities. Behavioral interactions with peers included discussion postings, discussion responses, and discussion viewing activities. A series of Mann-Whitney tests were conducted to compare the two types of behavioral interactions between the two courses. Additionally, each student's behavioral interactions were visually presented to show the pattern of their interactions. The results indicated that, at the beginning of the semester, students who were involved in authentic design/development-based learning activities showed a significantly higher number of behavioral interactions with the Moodle LMS than did students involved in authentic discussion-based learning activities. However, in the middle of the semester, students engaged in authentic discussion-based learning activities showed a significantly higher number of behavioral interactions with peers than did students involved in authentic design/development-based learning activities. Additionally, students who were given authentic design/development-based learning activities received higher performance scores both during the semester and at the end of the semester and they showed overall higher performance scores than students who were given authentic discussion-based learning activities. No differences were found between the two groups with respect to time-on-task or attendance.
format	article
author	Sanghoon Park
author_facet	Sanghoon Park
author_sort	Sanghoon Park
title	Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks
title_short	Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks
title_full	Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks
title_fullStr	Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks
title_full_unstemmed	Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks
title_sort	analysis of time-on-task, behavior experiences, and performance in two online courses with different authentic learning tasks
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/89dac5a3cc2844bc91164fdfe03646ac
work_keys_str_mv	AT sanghoonpark analysisoftimeontaskbehaviorexperiencesandperformanceintwoonlinecourseswithdifferentauthenticlearningtasks
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Analysis of Time-on-Task, Behavior Experiences, and Performance in Two Online Courses with Different Authentic Learning Tasks

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