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 Communication Patterns, Network Positions and Social Dynamics Factors on Learning among Students in a CSCL Environment  pp72-85

Binod Sundararajan

© May 2009 Volume 7 Issue 1, Editor: Shirley Williams, pp1 - 85

Look inside Download PDF (free)

Abstract

At present, it is difficult to assess the quality of learning in Computer‑Supported Collaborative Learning (CSCL) environments, because standard pretest and posttest measures do not capture the differences in the learner's ability to engage in the material, pose interesting new questions, engage others in learning and work collaboratively. This research investigates the impact of communication patterns, network positions and social dynamics factors on students' self‑perception of learning in a CSCL environment. The study involved a combination of methodologies combining questionnaires, and archiving of communication logs for data collection. Social network analysis tools were used to analyze relational data, map emergent student communication patterns and calculate centrality scores based on the electronic and face‑to‑face communication patterns among class members in the CSCL environment. Structural equation modeling was then performed on the hypotheses model to determine the impact of these centrality measures and the social factors on students' perceptions of knowledge gained and their satisfaction with their performance in the course.

 

Keywords: Computer-Supported Collaborative Learning, CSCL, distance learning, social network analysis, social dynamics, respect, influence, structural equation modelling, path analysis, interaction, participation, motivation to participate and learn, satisfaction with performance, gaining new and conceptual knowledge

 

Share |

Journal Article

The Impact of Learner Characteristics on Learning Performance in Hybrid Courses among Japanese Students  pp195-206

Minoru Nakayama, Hiroh Yamamoto, Rowena Santiago

© Aug 2010 Volume 5 Issue 3, ICEL 2007, Editor: Shirley Williams, pp173 - 250

Look inside Download PDF (free)

Abstract

To improve the management of hybrid courses, the relationship between learner characteristics and learning performance was analyzed in two regular university courses. Undergraduate and graduate students participated in two 15‑week hybrid courses which consisted of face‑to‑face lectures (Information Industrial issues), and the corresponding modules with online test. Subjects included 36 freshmen and 48 graduate students. Learner characteristics, consisting of motivation, personality, thinking styles and learners? impression of their e‑Learning experiences were measured at the beginning and end of the term. Additional data was collected from the number of days attended, the number of modules completed, test scores and final grades for the course. Final assessment grades for the class were also analyzed. There was no significant difference in learner characteristics between bachelors and masters students who completed the course. There was no significant difference in learner characteristics between bachelor and master students, but there were some differences in conscientiousness scores between masters and bachelor students and between those who received a final grade of A and B. Scores on "learning strategy" as a factor to indicate learning experience were in favour of master students. Master students? evaluation of their e‑Learning experience increased significantly throughout the course. Conscientiousness (one of the five factors in the personality construct) correlated positively with the number of e‑ Learning modules completed by master students (r=0.35). They seem to understand better the benefits of e‑Learning experience and being the more motivated students, they applied what they have learned from previous e‑Learning experiences more effectively. Students with high grades evaluated their e‑Learning experience positively and had significantly higher conscientiousness scores than master students who received lower grades (p<0.05). For bachelor students, the number of modules completed correlates with both intrinsic and extrinsic motivation. Other learner characteristics did not affect learning performance. The reason may be that bachelor students have yet to understand well the benefits of e‑Learning and still lack the learning strategies needed for university coursework. The causal analysis was conducted using Structural Equation Modelling (SEM) technique, and the result indicated that learner characteristics had an effect on learning experience and learning performance. These results suggest that understanding the benefits of e‑Learning and learner characteristics, as well as knowing how to learn with e‑Learning content could provide important key for promoting student success in online learning.

 

Keywords: learner characteristics, blended learning, learning practice, learning performance, path analysis

 

Share |