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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

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

  • Czech description

Classification

  • Type

    D - Article in proceedings

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • 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

  • 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