Analysis of Student Behaviour in e-Learning Courses in Relation to Academic Performance
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F20%3AA21026UR" target="_blank" >RIV/61988987:17450/20:A21026UR - isvavai.cz</a>
Result on the web
<a href="https://www.academic-conferences.org/conferences/ecel/" target="_blank" >https://www.academic-conferences.org/conferences/ecel/</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Analysis of Student Behaviour in e-Learning Courses in Relation to Academic Performance
Original language description
E-Learning is now widely used in education. However, it is the feedback on how students use the course that is important for course creators and teachers alike. The article deals with the application of learning analytics to identify relationships between the variables of students’ behaviour when studying in LMS Moodle, continuous testing during the semester and the score achieved in the final test. The overall approach of students to the course is monitored as well. We focus on current approaches and results in the literature. We describe, relative to the present findings, the approach that was chosen for the analysis of students’ behaviour when studying in LMS. The method of choice is a quantitative analysis of the students’ behaviour, their visits, the length of these visits, the total period of study and repeated visits on the same calendar day. The aim of the data analysis is to be able to understand students’ studying behaviour on the basis of their activity records in the course. We also aim to draw more general relationships based on the understanding of the specific relationships that exist between the variables, so that the course designer can make appropriate adjustments to the e-Learning course or its use in teaching. The proposed data analysis is applied to four e-Learning courses taught in our workplace. We compare an experiment that examines the impact of regular testing during the semester on final academic performance in comparison with a method of teaching without testing. Here we identify statistically significant differences in both the students’ approach to studying and the final academic performance. Regular testing during the semester clearly tends to result in higher scores in the final test. However, regular testing blurs the differences of the individual students’ approach to studying. We then apply the data analysis of academic records to two other e-Learning courses with different teaching concepts and with focus on dependency comparison.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Proceedings of the 19th European Conference on e-Learning ECEL 2020
ISBN
978-1-912764-78-5
ISSN
2048-8637
e-ISSN
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Number of pages
9
Pages from-to
428-437
Publisher name
Academic Conferences International Limited
Place of publication
Reading
Event location
Berlin
Event date
Oct 28, 2020
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
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