Constructing Proxy Variables to Measure Adult Learners' Time Management Strategies in LMS

Autor/inn/en	Jo, Il-Hyun; Kim, Dongho; Yoon, Meehyun
Titel	Constructing Proxy Variables to Measure Adult Learners' Time Management Strategies in LMS
Quelle	In: Educational Technology & Society, 18 (2015) 3, S.214-225 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Time Management; Adult Students; Integrated Learning Systems; Online Courses; Predictor Variables; Multiple Regression Analysis; Correlation; Educational Research; Data Analysis; Adult Education; Measures (Individuals); South Korea + Suchen Sie Ihr Suchwort? Ausland; Zeitmanagement; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Online course; Online-Kurs; Prädiktor; Korrelation; Bildungsforschung; Pädagogische Forschung; Auswertung; Education; Adult basic education; Adult training; Erwachsenenbildung; Messdaten; Korea; Republik
Abstract	This study describes the process of constructing proxy variables from recorded log data within a Learning Management System (LMS), which represents adult learners' time management strategies in an online course. Based on previous research, three variables of total login time, login frequency, and regularity of login interval were selected as candidates from the data set, along with a guideline for manipulating the log data. According to the results of multiple regression analysis, which was conducted to determine whether the suggested variables actually predict learning performance, (ir)regularity of the login interval was correlative with and predictive of learning performance. As indicated in the previous research, the regularity of learning is a strong indicator for explaining learners' consistent endeavors and awareness of learning. This study, which was primarily based on theoretical evidence, demonstrated the possibility of using learning analytics to address a learner's specific competence in an online learning environment. Implications for the learning analytics field seeking a pedagogical theory-driven approach are discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01