Diversity of Online Behaviours Associated with Physical Attendance in Lectures

Autor/inn/en	Brennan, Amelia; Sharma, Akshay; Munguia, Pablo
Titel	Diversity of Online Behaviours Associated with Physical Attendance in Lectures
Quelle	In: Journal of Learning Analytics, 6 (2019) 1, S.34-53 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Quantitative Daten; Attendance; Lecture Method; Technology Uses in Education; Higher Education; Course Content; Management Systems; Instructional Materials; Student Behavior; Behavior Change; Access to Information; College Students; Discussion; Foreign Countries; Large Group Instruction; Teaching Methods; College Faculty; Australia + Suchen Sie Ihr Suchwort? Anwesenheit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursprogramm; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Student behaviour; Schülerverhalten; Collegestudent; Diskussion; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Australien
Abstract	A common use of technology in higher education is the provision of online course materials, invoking an investigation of the ways in which students engage with online course content, and how their participation changes over time. This is particularly necessary in the context of high absenteeism from lectures, where online access may be the only way in which particular students are engaging with the course. In this study, we examine large-scale patterns of attendance in class, as well as four types of access to online materials. We define two online behavioural metrics -- richness and evenness -- to capture the distribution of online behaviours within 255 courses, and examine how these change over time. We find that both physical and online attendance decrease throughout the semester, but the fraction of students present online is considerably higher than the fraction present in lectures. Students adapt their online behaviour, and rare behaviours disappear over time. It is important to consider how we provide content, both face-to-face and online, in order to ensure that as many students as possible are accessing this content in ways that we intend. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01