research-article

Analyzing the log patterns of adult learners in LMS using learning analytics

Authors:

Meehyun YoonAuthors Info & Claims

LAK '14: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge

Pages 183 - 187

https://doi.org/10.1145/2567574.2567616

Published: 24 March 2014 Publication History

Abstract

In this paper, we describe a process of constructing proxy variables that represent adult learners' time management strategies in an online course. Based upon previous research, three values were selected from a data set. According to the result of empirical validation, an (ir)regularity of the learning interval was proven to be correlative with and predict learning performance. As indicated in previous research, regularity of learning is a strong indicator to explain learners' consistent endeavors. This study demonstrates the possibility of using learning analytics to address a learner's specific competence on the basis of a theoretical background. Implications for the learning analytics field seeking a pedagogical theory-driven approach are discussed.

References

[1]

Baker, R. S. J. 2010. Data Mining For Education. In International Encyclopedia of Education (3rd edition), B. McGaw, Peterson, P., Baker Ed. Oxford, UK.

[2]

Barling, J., Kelloway, E. K. and Cheung, D. 1996, "Time management and achievement striving interact to predict car sale performance", Journal of Applied Psychology, 81, 821--6.

[3]

Britton, B. K. and Tesser, A. 1991. Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405--410.

[4]

Brown, M. 2011. Learning Analytics: The Coming Third Wave. EDUCAUSE Learning Initiative Brief, Retrieved from http://www.educause.edu/Resources/LearningAnalyticsTheComingThir/227287.

[5]

Clardy, A. 2005. Andragogy: Adult learning and education at its best? EBSCOhost online submission. (ERIC Document Reproduction Service No. ED492132)

[6]

Cohen, E. B. and Nycz, M. 2006. Learning objects and e-learning: An informing science perspective. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 23--34. Available at http://ijklo.org/Volume2/v2p023034Cohen32.pdf.

[7]

Cotton, K. and Savard, G. W. 1981. Time factors in learning. Research on school effectiveness project: Topic summary report. Retrieved from http://search.proquest.com.access.ewha.ac.kr/docview/6354 4228? accountid=10785.

[8]

Davies, J. and Graff, M. 2005. Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657--663.

[9]

Davis, M. A. 2000. "Time and the nursing home assistant: relations among time management, perceived control over time, and work-related outcomes", paper presented at the Academy of Management, Toronto.

[10]

Eastmond, D. V. 1993. Adult learning of distance students through computer conferencing. Unpublished doctoral dissertation. New York: Syracuse University.

[11]

Eastmond, D. V. 1998. Adult learners and Internet-based distance education, New Directions for Adult and Continuing Education 78, 33--41.

[12]

Elias, T. 2011. Learning analytics: Definitions, processes and potential. Creative Commons.

[13]

Ferguson, R. 2012. The state of learning analytics in 2012: a review and future challenges. Technical Report No. KMI-12-01, Knowledge Media Institute, The Open University http://kmi. open. ac. uk/publications/techreport/kmi-12-01

[14]

Ha, C. S., Kim, J. H., Choi, H. C., and Yoo, H. S. 2006. The relationships among self-control, class engagement, learning time after school, and academic achievement in Korean adolescents. Studies on Korean Youth, 17(1), 181--200.

[15]

Hofer, K. H., Yu, S. L., and Pintrich. P. R. 1998. Teaching college students to be self-regulated learners. In Schunk, D. H. & Zimmerman, B. J. (Ed.), Self-Regulated Learning from Teaching to Self-Reflective Practice. NY: Guilford Press.

[16]

Howell, A. J., and Watson, D. C. 2007. Procrastination: Association with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167--178.

[17]

Hrastinski, S. 2008. Asynchronous & synchronous e-learning. Educause Quarterly, 31(4), 51--55.

[18]

Jex, J. M., & Elacqua, T. C. (1999). Time management as a moderator of relations between stressors and employee strain. Work and Stress, 13, 182--191.

[19]

Joo, Y., Jang, M., and Lee, H. 2007. An In-depth analysis of dropout factors based on Cyber University Student's Dropout Experiences, The Journal of Educational Information and Media, 13(3), 209--234.

[20]

Kang, M., Kim, J., and Park, I. 2009. The examination of the variables related to the students' e-learning participation that have an effect on learning achievement in e-learning environment of cyber university. Journal of Korean Society for Internet Information, 10(5), 135--143.

[21]

Kaufman-Scarborough, C., & Lindquist, J. D. 1999. Time Management and Polychronicity: Comparisons, Contrasts, and Insights for the Workplace, Journal of Managerial Psychology 14 (3--4), 288--312.

[22]

Kwon, S. 2009. The Analysis of differences of learners' participation, procrastination, learning time and achievement by adult learners' adherence of learning time schedule in e-Learning environments, Journal of Learner-Centered Curriculum and Instruction, 9(3), 61--86.

[23]

Lee, Y. S. 2007. Redesigning time-lined structure diagram analysis and active learning time diagram analysis for the consulting and self-analysis of teaching. The Journal of Yeolin education, 15(2), 21--49.

[24]

Long, P. and Siemens, G. 2011. 'Penetrating the fog: analytics in learning and education', EDUCAUSE Review, 46(5), 31--40.

[25]

Loomis, K. D. 2000. Learning styles and asynchronous learning: Comparing the LASSI model to class performance. Journal of Asynchronous Learning Networks, 4(1). 23--31.

[26]

Macan, T. H., Shahani, C., Dipboye, R. L. and Philips, A. P. 1990. "College students time management: correlations with academic performance and stress". Journal of Educational Psychology, 82, 760--768.

[27]

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. In S. B. Merriam (Ed.), The new update on adult learning theory (pp. 3--14). San Francisco, CA: Jossey-Bass.

[28]

Moore, R. 2003. Attendance and performance: How important is it for students to attend class?. Journal of College Science Teaching, 32(6), 367--371.

[29]

Orpen, C. 1994, "The effect of time-management training on employee attitudes and behaviour: a field experiment", The Journal of Psychology, 128, 393--396.

[30]

Piccoli, G., Ahmad, R., & Ives, B. 2001. Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skill training. MIS Quarterly, 25(4), 401--426.

Digital Library

[31]

Printrich, P. R. and DeGroot, E. V. 1990. Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82, 33--40.

[32]

Pintrich, P. R., Smith, D. A. F., Garcia, T., and McKeachie, W. 1993. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801--813.

[33]

Slaven, G. and Totterdell, P. 1993, "Time management training: does it transfer to the workplace?". Journal of Managerial Psychology, 8, 20--28.

[34]

Song, L., Singleton, E. S., Hill, J. R., and Koh, M. H. 2004. Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59--70.

[35]

Stanca, L. 2006. The effects of attendance on academic performance: panel data evidence for introductory microeconomics, forthcoming, Journal of Economic Education. 37(3), 251--266.

[36]

Tak, S. Y., Park, Y. S., and Kim, U. C. 2006. With specific focus on parent-child relationship, self-efficacy, 24achievement motivation and hours of study: Factors influencing academic achievement of university students. Child Education, 16(1), 143--154.

[37]

Thurmond, V. A., Wambach, K., and Connors, H. R. 2002. Evaluation of student satisfaction: determining the impact of a web-based environment by controlling for student characteristics. The American Journal of Distance Education, 16(3), 169--189.

[38]

Wang, M., Vogel, D., and Ran, W. 2011. Creating a Performance-Oriented E-Learning Environment: A Design Science Approach. Information & Management, 48(7), 260--269.

Digital Library

[39]

Woolfolk, A. E. and Woolfolk, R. L. 1986, "Time management: an experimental investigation", Journal of School Psychology, 24, 267--75.

[40]

Zaïane, O. R. 2001. 'Web usage mining for a better web-based learning environment', paper presented at The 4th IASTED International Conference on Advanced Technology for Education (CATE'01), 27--28 June, Banff, Canada.

[41]

Zariski, A. and Styles, I. 2000. Enhancing student strategies for online learning. In A. Herrmann and M. M. Kulski (Eds.), Flexible futures in tertiary teaching. Proceedings of the 9th Annual Teaching Learning Forum 2000. http://lsn.curtin.edu.au/tlf/tlf2000/zariski.html

[42]

Zimmerman, B. J. 2002. Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64--72.

Cited By

Ferk Savec VJedrinović S(2024)The Role of AI Implementation in Higher Education in Achieving the Sustainable Development Goals: A Case Study from SloveniaSustainability10.3390/su1701018317:1(183)Online publication date: 29-Dec-2024
https://doi.org/10.3390/su17010183
Bourguet M(2024)Demonstrating the impact of study regularity on academic success using learning analyticsProceedings of the 14th Learning Analytics and Knowledge Conference10.1145/3636555.3636845(736-741)Online publication date: 18-Mar-2024
https://dl.acm.org/doi/10.1145/3636555.3636845
Roski MSebastian REwerth RHoppe ANehring A(2024)Learning analytics and the Universal Design for Learning (UDL)Computers & Education10.1016/j.compedu.2024.105028214:COnline publication date: 1-Jun-2024
https://dl.acm.org/doi/10.1016/j.compedu.2024.105028
Show More Cited By

Index Terms

Analyzing the log patterns of adult learners in LMS using learning analytics
1. Applied computing
  1. Education

Recommendations

Using Learning Analytics to Promote Student Engagement and Achievement in Blended Learning: An Empirical Study
ICEBT '18: Proceedings of the 2018 2nd International Conference on E-Education, E-Business and E-Technology

The emergence of blended learning has huge impact on traditional learning. Blended learning has its own unique characteristics combining the advantages of traditional learning and online learning. However, some problems of blended learning have also ...
Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom

The present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom ...
Using learning analytics to explore help-seeking learner profiles in MOOCs
LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge Conference

In online learning environments, learners are often required to be more autonomous in their approach to learning. In scaled online learning environments, like Massive Open Online Courses (MOOCs), there are differences in the ability of learners to ...

Comments

Information & Contributors

Information

Published In

cover image ACM Other conferences

LAK '14: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge

March 2014

301 pages

ISBN:9781450326643

DOI:10.1145/2567574

Conference Chairs:
Mattew Pistilli
Purdue University, IN
,
James Willis
Purdue University, IN
,
Drew Koch
John N. Gardner Institute for Excellence in Undergraduate Education, NC
,
Kimberly Arnold
University of Wisconsin-Madison, WI
,
Program Chairs:
Stephanie Teasley
University of Michigan, MI
,
Abelardo Pardo
The University of Sydney, Australia

Copyright © 2014 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Sponsors

JNGI: John N. Gardner Institute for Excellence in Undergraduate Education
University of Wisc-Madison: University of Wisconsin-Madison
SoLAR: The Society for Learning Analytics Research
Purdue University: Purdue University

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 24 March 2014

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article

Conference

LAK '14

Sponsor:

JNGI
University of Wisc-Madison
SoLAR
Purdue University

LAK '14: Learning Analytics and Knowledge Conference 2014

March 24 - 28, 2014

Indiana, Indianapolis, USA

Acceptance Rates

LAK '14 Paper Acceptance Rate 13 of 44 submissions, 30%;

Overall Acceptance Rate 236 of 782 submissions, 30%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

33
Total Citations
View Citations
1,059
Total Downloads

Downloads (Last 12 months)40
Downloads (Last 6 weeks)3

Reflects downloads up to 16 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

Ferk Savec VJedrinović S(2024)The Role of AI Implementation in Higher Education in Achieving the Sustainable Development Goals: A Case Study from SloveniaSustainability10.3390/su1701018317:1(183)Online publication date: 29-Dec-2024
https://doi.org/10.3390/su17010183
Bourguet M(2024)Demonstrating the impact of study regularity on academic success using learning analyticsProceedings of the 14th Learning Analytics and Knowledge Conference10.1145/3636555.3636845(736-741)Online publication date: 18-Mar-2024
https://dl.acm.org/doi/10.1145/3636555.3636845
Roski MSebastian REwerth RHoppe ANehring A(2024)Learning analytics and the Universal Design for Learning (UDL)Computers & Education10.1016/j.compedu.2024.105028214:COnline publication date: 1-Jun-2024
https://dl.acm.org/doi/10.1016/j.compedu.2024.105028
Matcha WNatthaphatwirata RUzir NGašević D(2024)Dropout is not always a failure! Exploration on the prior knowledge and learning behaviors of MOOC learnersJournal of Computers in Education10.1007/s40692-024-00340-zOnline publication date: 9-Nov-2024
https://doi.org/10.1007/s40692-024-00340-z
Kartiwi MGunawan TMirza Y(2024)Learning to Better Teaching Through Blended Learning Professional DevelopmentProceedings of the International Conference on Advancing and Redesigning Education 202310.1007/978-981-97-4507-4_75(668-674)Online publication date: 14-Jul-2024
https://doi.org/10.1007/978-981-97-4507-4_75
Acosta JGanir F(2023)Facebook group as an alternative learning management system: Its effect on the mathematics performance of studentsInternational Journal of Research Studies in Education10.5861/ijrse.2023.100212:3Online publication date: 18-Apr-2023
https://doi.org/10.5861/ijrse.2023.1002
Karapiperis DTzafilkou KTsoni RFeretzakis GVerykios V(2023)A Probabilistic Approach to Modeling Students’ Interactions in a Learning Management System for Facilitating Distance LearningInformation10.3390/info1408044014:8(440)Online publication date: 4-Aug-2023
https://doi.org/10.3390/info14080440
van Haastrecht MBrinkhuis MPeichl JRemmele BSpruit MHilliger IKhosravi HRienties BDawson S(2023)Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics SystemsLAK23: 13th International Learning Analytics and Knowledge Conference10.1145/3576050.3576060(552-558)Online publication date: 13-Mar-2023
https://dl.acm.org/doi/10.1145/3576050.3576060
Choi HWinne PBrooks CLi WShedden KHilliger IKhosravi HRienties BDawson S(2023)Logs or Self-Reports? Misalignment Between Behavioral Trace Data and Surveys When Modeling Learner Achievement Goal OrientationLAK23: 13th International Learning Analytics and Knowledge Conference10.1145/3576050.3576052(11-21)Online publication date: 13-Mar-2023
https://dl.acm.org/doi/10.1145/3576050.3576052
Adu AVan Biljon J(2023)Perceived Usability in Learning Management Systems’ Adoption: A Study of Higher Education Institutions in GhanaDigital-for-Development: Enabling Transformation, Inclusion and Sustainability Through ICTs10.1007/978-3-031-28472-4_16(251-266)Online publication date: 18-Mar-2023
https://doi.org/10.1007/978-3-031-28472-4_16
Show More Cited By

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Media

Figures

Other

Tables

View Table of Contents