Learning Anytime, Anywhere: A Spatio-Temporal Analysis for Online Learning

Autor/inn/en	Du, Xu; Zhang, Mingyan; Shelton, Brett E.; Hung, Jui-Long
Titel	Learning Anytime, Anywhere: A Spatio-Temporal Analysis for Online Learning
Quelle	In: Interactive Learning Environments, 30 (2022) 1, S.34-48 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Du, Xu) ORCID (Zhang, Mingyan) ORCID (Shelton, Brett E.) ORCID (Hung, Jui-Long)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1633546
Schlagwörter	Electronic Learning; Online Courses; Access to Education; Learning Processes; Gender Differences; Scores; Study Habits; Academic Achievement; Time Factors (Learning); Majors (Students) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Learning process; Lernprozess; Geschlechterkonflikt; Study behavior; Study behaviour; Studienverhalten; Schulleistung
Abstract	The study proposes two new measures, time and location entropy, to depict students' physical spatio-temporal contexts when engaged in an online course. As "anytime, anywhere" access has been touted as one of the most attractive features of online learning, the question remains as to the success of students when engaging in online courses through disparate locations and points-in-time. The procedures describe an analysis of 5293 students' spatio-temporal patterns using metadata relating to place and time of access. Grouping into segments that describe their patterns of engagement, results indicate that the high location-high time "entropy" (i.e. multiple times, multiple locations) was the segment with lowest success when compared with other students. Statistical and modeling results also found that female students tended to learn at fixed or few locations resulting in the highest performance scores on the final exam. The primary implication is that female students tend to be successful because they study in fewer locations, and all students who study at consistent times outperform those with more varied time patterns. Existing brain research supports the findings on gender differences in learning performance and spatio-temporal characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01