The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the International Conference on eLearning, click here

For infomation on the European Conference on Games Based Learning clickhere

 

Journal Article

Impact of Learner's Characteristics and Learning Behaviour on Learning Performance during a Fully Online Course  pp396-410

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

© Jul 2014 Volume 12 Issue 4, Editor: Dr Rikke Ørngreen and Dr Karin Tweddell Levinsen, pp313 - 410

Look inside Download PDF (free)

Abstract

Abstract: A fully online learning environment requires effective learning management in order to promote pro‑active education. Since students notes are a reflection of the progress of their education, analysis of notes taken can be used to track the lear ning process of students who participate in fully online courses. This paper presents the causal relationships between students characteristics, note‑taking behaviour, learning experience, note assessment and test scores while the relationships between t hese metrics is examined. A fully online course for undergraduate students in Economics was conducted. Participants were asked to study each course module and present their notes to the lecturer every week. The students learning performance was then meas ured using online tests, weekly confirmation tests, and a final exam. The total number of valid participants in the courses was 53. Three factors of note‑taking behaviour were extracted according to the survey, and their relationships with other metrics w ere calculated. A structural equation modeling technique was used to track students learning activity as note‑taking occurred, using the scores of their metrics. The results of this modeling technique suggest that key factors and their contributions to t est scores can be measured. Also, the factors which contribute to note‑taking behaviour were examined.

 

Keywords: Keywords: Note taking, Fully online course, Learning assessment, Causal analysis

 

Share |