Tool-use in a blended undergraduate course: In Search of user profiles

Lust, Griet; Vandewaetere, Mieke; Ceulemans, Eva; Elen, Jan; Clarebout, Geraldine

doi:10.1016/j.compedu.2011.05.010

Cited by 76 publications

(81 citation statements)

References 29 publications

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“…Most commonly, these analyses and their findings are used to identify groups of students with low or insufficient levels of engagement that may adversely impact their overall academic performance. For instance, Lust and colleagues (Lust et al, 2013b;Lust, Vandewaetere, Ceulemans, Elen, & Clarebout, 2011) identified different students' strategies related to the use of various learning tools available within a learning management system (e.g., video recorded lectures and practice quizzes). In particular, based on the identified strategies, Lust et al (2013b) recognised four groups of students: no-users, intensive users, selective users, and limited users.…”

Section: Engagement With Course Videosmentioning

confidence: 99%

“…The label for this strategy is based largely on get it done approach users (del Valle & Duffy, 2009), selective users who used technology strategically and were goal-oriented (Lust et al, 2011), or dominators who demonstrated focus and were goal-oriented (Cleave, Edelson, & Beckwith, 1993).…”

Section: Module-level Learning Strategies -Research Questionmentioning

confidence: 99%

“…The user who adopted this strategy were typically the first to annotate. The label is applied in the same sense as intensive users, those who made an effort to engage with all learning tools frequently and in an intensive manner (Lust et al, 2011), cyber cartographers who were goal-oriented and demonstrated self-efficacy (Barab, Bowdish, & Lawless, 1997), highly active learners (Brooks et al, 2011), or conscientious learners who engaged with lecture video regularly on a weekly basis (Phillips et al, 2012).…”

Section: Module-level Learning Strategies -Research Questionmentioning

confidence: 99%

See 2 more Smart Citations

Identifying engagement patterns with video annotation activities: A case study in professional development

Mirriahi

Jovanović

Dawson

et al. 2018

AJET

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The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage with a set of prescribed videos and video annotations in a professional development course. The data was collected from two offerings of the course at a large research-intensive university in Australia. The data was used to identify patterns of activity and transition states as users engaged with the course videos and video annotations. Latent class analysis and hidden Markov models were used to characterise the evolution of engagement throughout the course. The results provide a detailed description of the evolution of learner engagement that can be readily translated into action aimed at increasing the quality of the learning experience.

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Section: Engagement With Course Videosmentioning

confidence: 99%

Section: Module-level Learning Strategies -Research Questionmentioning

confidence: 99%

Section: Module-level Learning Strategies -Research Questionmentioning

confidence: 99%

See 1 more Smart Citation

Identifying engagement patterns with video annotation activities: A case study in professional development

Mirriahi

Jovanović

Dawson

et al. 2018

AJET

View full text Add to dashboard Cite

show abstract

“…These findings are also consistent with the results of previous studies (Hou, Chang & Sung, 2010;Wang, Li, Feng, Jiang, & Liu, 2012;Lonn, Aguilar, & Teasley, 2015), which found that students' participative behaviors can be promoted through the proposed social community-based learning method. Moreover, students do computer programming assignments more often than other computer programming IDE tools (Lust, Vandewaetere, Ceulemans, Elen, & Clarebout, 2011;Wang, Li, Feng, Jiang, & Liu, 2012;Lonn, Aguilar, & Teasley, 2015). Students can post messages in the Facebook discussion.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Before using the clustering method, four variables are transformed in order to reduce the bias in the proposed learning analytics method (Lust, Vandewaetere, Ceulemans, Elen, & Clarebout, 2011).…”

Section: The Differences In Participative Behaviors and Learning Perfmentioning

confidence: 99%

Analysis of Students Engagement and Learning Performance in a Social Community Supported Computer Programming Course

Ding

Lai

2017

EURASIA J MATH SCI T

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In Taiwan, the social community, Facebook has been more and more powerful ever since being launched, and it serves as if a strong magnet, attracting teachers and students to share and discuss on such platform, and also to search for films, pictures, and messages of their specific interests. Some researchers have probed into the learning interaction and efficacy of a computer programming course, and the results show that not only could the learning interactions between teachers and students enhance, but also between students themselves under this environment supported by Facebook. We propose four steps of learning analytics to study students' behaviors and learning performances in a social community supporting computer programming course. Furthermore, our learning analytics method could decrease the time and energy consuming process, which includes collecting, correlating and organizing students' participative patterns. A reported case, focuses on students' engagement behaviors and its influence on students' learning outcomes, is carried out with 43 freshmen at a university in northern Taiwan. The results show that our learning analytics method benefits students' participative behaviors, which are related to students' learning achievements in the computer programming course supported by social community, since students could obtain better understanding under such learning mode.

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