Access Patterns of Online Materials in a Blended Course

Asarta, Carlos J.; Schmidt, Joana

doi:10.1111/j.1540-4609.2012.00366.x

Cited by 61 publications

(50 citation statements)

References 17 publications

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“…The extant literature has shown that students’ use of the SRL strategies (metacognition, time management, and effort regulation) in a traditional face‐to‐face learning environment is strongly associated with higher learning outcomes (Richardson, Abraham, & Bond, ). In the e‐learning area, the SRL strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes (Asarta & Schmidt, ; Baugher, Varanelli, & Weisbord, ); but, on the other hand, rehearsal, elaboration, and organization had the least empirical support (Broadbent & Poon, ). Eom and Ashill () investigated the direct relationship between perceived learning outcomes and SRL strategies and between intrinsic motivation/extrinsic motivation and perceived learning outcomes.…”

Section: Research Model and Hypotheses Developmentmentioning

confidence: 99%

A System's View of E‐Learning Success Model

Eom

Ashill

2018

Decision Sci J Innov Edu

119

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The past several decades of e-learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e-learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e-learning success model, and such a model should incorporate the interdependent (not independent) process nature of e-learning success. We applied structural equation modeling to empirically validate a comprehensive model of e-learning success at the university level. Our research advances existing literature on CSFs of e-learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e-learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e-learning success model satisfactorily explains and predicts the interdependency of six CSFs of e-learning systems (course design quality, instructor, motivation, student-student dialog, student-instructor dialog, and self-regulated learning) and perceived learning outcomes.

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Section: Research Model and Hypotheses Developmentmentioning

confidence: 99%

A System's View of E‐Learning Success Model

Eom

Ashill

2018

Decision Sci J Innov Edu

119

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“…Recent SRL‐LA studies have modeled this as the frequency of time spent online with learning materials as measured by LMS log data (You, ). Structuring type SRL behaviors include what Zimmerman and Martinez‐Pons () called time management, defined in previous SRL‐LA studies as regularity of LMS access (Asarta & Schmidt, ; Jo et al, ) or quiz review patterns as collected through LMS log data (Zacharis, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Recent SRL‐LA investigations examining undergraduate students' LMS login activity are emerging as pivotal in gaining a deeper understanding of how to support BL students' SRL within online spaces. For example, structuring type SRL behaviors such as regularity of LMS access and quiz review patterns were both revealed as positively related to course performance in undergraduate BL business (Asarta & Schmidt, ) and computer science classes (Zacharis, ). Frequency of LMS access, a sustaining type SRL behavior, was found to be significantly related to achievement in BL business (Jo, Park, Kim, & Song, ) and online humanities classes (You, ).…”

Section: Introductionmentioning

confidence: 99%

Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education

Montgomery¹,

Mousavi²,

Carbonaro³

et al. 2017

Brit J Educational Tech

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Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n 5 157) use of selfregulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating-online access location, day-of-the-week, time-of-day; (2) sustaining-online frequency; and (3) structuring-online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.

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“…Fulfilling these tasks with deficiencies or not being able to complete them before the deadline often results in poor academic performance. Academic procrastination is one of the factors that causes this situation (Akinsola, Tella, & Tella, 2007;Asarta & Schmidt, 2013;Balkıs, Duru, Buluş, & Duru, 2006;Klingsieck, Fries, Horz, & Hofer, 2012;Michinov, Brunot, Le Bohec, Juhel, & Delaval, 2011, Moon & Illingworth, 2005, Perrin et al, 2011You, 2015).…”

Section: Introduce the Problemmentioning

confidence: 99%

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

Yılmaz

2017

JETS

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The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students' academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

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Access Patterns of Online Materials in a Blended Course

Cited by 61 publications

References 17 publications

A System's View of E‐Learning Success Model

A System's View of E‐Learning Success Model

Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

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