Building a Learning Experience: What Do Learners’ Online Interaction Data Imply?

Kokoç, Mehmet; Altun, Arif

doi:10.1007/978-3-030-15130-0_4

Cited by 5 publications

(3 citation statements)

References 32 publications

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“…Learner-interface interaction can be described as the act of utilizing tools to complete a specific task. This type of interaction emphasizes the necessity for learners to employ technologies in order to engage with the material, understand and agree upon its meaning, and confirm this understanding with both the instructor and fellow learners [40]. Therefore, students need to possess essential skills to use learning technologies and should be comfortable with an online learning environment [41].…”

Section: Bolliger and Martinmentioning

confidence: 99%

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Alammary

2024

Sustainability

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The outbreak of COVID-19 necessitated social distancing. Universities around the world were left with two options: a total suspension or a major reduction in students’ attendance. While the nature of many courses made it very difficult to teach them online, blended learning was the most suitable approach to teach these types of courses. Academics and educational institutions have realized the significance of blended learning not only as a response to immediate disruptions but also as a pivotal element in fostering a sustainable learning environment. However, designing successful blended learning courses requires making challenging decisions regarding the selection of the most appropriate delivery methods to achieve learning outcomes. To support higher education adoption of blended learning, this study identifies and rates the importance of the delivery methods that need consideration when designing a blended learning course. The aim is to assist academics to prioritize their delivery options and provide adaptable and resilient educational models. A Delphi study of two rounds was conducted to identify and rate the delivery methods. An expert panel of 19 academics with extensive experience in course design and online delivery was recruited. The findings indicate that online collaborative work and face-to-face collaborative work should be academics’ first delivery choices. Interestingly, face-to-face instructor-led learning was at the bottom of the list and rated well below all the other delivery methods.

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Section: Bolliger and Martinmentioning

confidence: 99%

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Alammary

2024

Sustainability

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“…In this regard, it is emphasized that the fulfilling of the learning design based upon the individual characteristics of the students increases the interaction and flexibility in blended learning and makes the learning process more efficient (Porter, Graham, Spring, & Welch, 2014). After all, to make blended learning effective, students' online learning experiences need to be deeply understood based on behavioral data (Kokoç & Altun, 2019).…”

Section: Online Learning Experiences In Terms Of Blended Learningmentioning

confidence: 99%

“…In the scope of blended learning, students' online learning experiences are correlate with the learning resources, activities, and tasks offered to them during the learning process. Kokoç and Altun (2019) found that students' online interaction data are grouped under six factors and these factors reflect online learning experiences of students. Online assignments are one of the learning activities that play a crucial role in the occurrence of effective online learning experiences.…”

Section: Online Learning Experiences In Terms Of Blended Learningmentioning

confidence: 99%

Analyzing the Relationship between Student’s Assignment Submission Behaviors and Course Achievement through Process Mining Analysis

Akçapınar¹,

Kokoç²

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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In this study, it is aimed to analyze the relationship between student's assignment submission behaviors and course achievement. For this purpose, the behaviors of 75 students' who enrolled in the Operating Systems and Applications course at a public university, submission an assignment through the Moodle learning management system given in the fourth week of the course is analyzed. Students who exhibit different assignment submission behaviors are also analyzed in terms of endof-term grades. During analyzing, the steps followed by the students while submitting their assignments are determined respectively, and students who display a similar pattern are divided into groups by means of cluster analysis. Moreover, using process mining analysis assignment submission processes of students in different groups are analyzed in detail. The analysis shows that students can be divided into three different groups based on their assignment submission behaviors. In terms of course achievement, it is observed that a significant portion of the students who submitted the assignments are successful in the course, while a significant portion of the students who did not submit the assignment failed. The findings will be guideway in determining the students who are likely to fail the course in the early weeks and in designing possible interferences for these students.

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Development research on an AI English learning support system to facilitate learner-generated-context-based learning

Lee¹,

Kim²,

Sung³

2022

Education Tech Research Dev

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For decades, AI applications in education (AIEd) have shown how AI can contribute to education. However, a challenge remains: how AIEd, guided by educational knowledge, can be made to meet specific needs in education, specifically in supporting learners’ autonomous learning. To address this challenge, we demonstrate the process of developing an AI-applied system that can assist learners in studying autonomously. Guided by a Learner-Generated Context (LGC) framework and development research methodology (Richey and Klein in J Comput High Educ 16(2):23–38, https://doi.org/10.1007/BF02961473, 2005), we define a form of learning called “LGC-based learning,” setting specific study objectives in the design, development, and testing of an AI-based system that can facilitate Korean students’ LGC-based English language learning experience. The new system is developed based on three design principles derived from the literature review. We then recruit three Korean secondary-school students with different educational backgrounds and illustrate and analyze their English learning experiences using the system. Following this analysis, we discuss how the AI-based system facilitates LGC-based learning and further issues to be considered for future research.

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Building a Learning Experience: What Do Learners’ Online Interaction Data Imply?

Cited by 5 publications

References 32 publications

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

Analyzing the Relationship between Student’s Assignment Submission Behaviors and Course Achievement through Process Mining Analysis

Development research on an AI English learning support system to facilitate learner-generated-context-based learning

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