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How do online learners study? The psychometrics of students' clicking patterns in online courses.

ABSTRACT: College students' study strategies were explored by tracking the ways they navigated the websites of two large (Ns of 1384 and 671) online introductory psychology courses. Students' study patterns were measured analyzing the ways they clicked outside of the regularly scheduled class on study materials within the online Learning Management System. Three main effects emerged: studying course content materials (as opposed to course logistics materials) outside of class and higher grades are consistently correlated; studying at any time except in the late night/early morning hours was strongly correlated with grades; students with higher Scholastic Aptitude Test (SAT) scores made higher grades but accessed course materials at lower rates that those with lower SATs. Multiple regressions predicting grades using just SATs and click rates accounted for almost 43 and 36 percent of the grade variance for the Fall and Spring classes respectively. Implications for using click patterns to understand and shape student learning are discussed.

SUBMITTER: Tellakat M

PROVIDER: S-EPMC6433229 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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How do online learners study? The psychometrics of students' clicking patterns in online courses.

Tellakat Mohini M Boyd Ryan L RL Pennebaker James W JW

PloS one 20190325 3

College students' study strategies were explored by tracking the ways they navigated the websites of two large (Ns of 1384 and 671) online introductory psychology courses. Students' study patterns were measured analyzing the ways they clicked outside of the regularly scheduled class on study materials within the online Learning Management System. Three main effects emerged: studying course content materials (as opposed to course logistics materials) outside of class and higher grades are consist ...[more]

PMID: 30908503

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Project description:ObjectivesTo assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses.DesignA multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire.SettingsTen out of 19 randomly selected medical schools in Egypt.Participants2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year.Primary and secondary outcome measuresPrimary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions.ResultsOf 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student-instructor (8; 32%) and student-student (5; 20%) interactions.ConclusionsAbout one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required. Further studies are needed to survey the enrolled students for a better understanding of their experience.

Dataset Information

How do online learners study? The psychometrics of students' clicking patterns in online courses.

Publications

How do online learners study? The psychometrics of students' clicking patterns in online courses.

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