2009
DOI: 10.1002/j.2168-9830.2009.tb01030.x
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Study of Usage Patterns and Learning Gains in a Web‐based Interactive Static Course

Abstract: Background Courseware for engineering education can feature many discrete interactive learning elements, and typically student usage is not compelled. To take advantage of such courseware, self‐regulation of learning may be necessary. Evaluation of courseware should consider actual usage, learning gains, and indications of learning self‐regulation. Purpose (Hypothesis) The research question focuses on how students' interactions with the courseware affect their learning gains. The hypothesis tested is that lear… Show more

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Cited by 58 publications
(42 citation statements)
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“…Obviously, the effectiveness of the online course material in achieving the course's learning outcomes was assessed. In addition, the usage of the online material by the students was monitored, in hope of revealing patterns of usage, student preferences, and correlations between online material and course achievement, questions that are being addressed by few other researchers [8]. To shed further light into these questions, some of the online material was part of the course grade, whereas some was not.…”
Section: Introductionmentioning
confidence: 99%
“…Obviously, the effectiveness of the online course material in achieving the course's learning outcomes was assessed. In addition, the usage of the online material by the students was monitored, in hope of revealing patterns of usage, student preferences, and correlations between online material and course achievement, questions that are being addressed by few other researchers [8]. To shed further light into these questions, some of the online material was part of the course grade, whereas some was not.…”
Section: Introductionmentioning
confidence: 99%
“…Tangible evidence for the field of engineering has already highlighted the importance of usage patterns on the success of web‐based courses (Steif & Dollár, ). Given the different video lecture usage patterns (eg, platforms used, video duration, watching period and students' experience) and the importance of students' attitudes regarding video lectures, in this study we attempt to understand the impact of usage patterns on students' attitudes.…”
Section: Introductionmentioning
confidence: 99%
“…Any lesson that requires too much time can be adjusted accordingly. This also gives a more accurate picture of how much time students were spending on a lesson versus self-reported numbers, [36][37][38][39] which can be highly speculative.…”
Section: Metric: Lesson Completion Proactivitymentioning
confidence: 99%