Abstract
A study was conducted to make an empirical observation and apply sequential analysis to detect learners' behavioral patterns. The participants in this study were 43 3rd-year students majoring in information management at a college of technology in Taipei. Six online learning activities were explored including information sharing, viewing peerwork, providing feedback, e-note taking, and proposing and answering questions. After giving the lectures, the teacher asked the students to conduct these six online learning activities from May to mid-June 2005. Each operation conducted by students in the system during the activities was coded and recorded automatically based on their sequence. The behavioral transfer diagram was then inferred by lag sequential analysis. The behavioral pattern indicates that D was almost independent from all other learning activities, and there were no sequential correlations between FBN, QS and D.
| Original language | English |
|---|---|
| Journal | British Journal of Educational Technology |
| Volume | 41 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2010 Mar 1 |
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ASJC Scopus subject areas
- Education
Cite this
Applying lag sequential analysis to detect visual behavioural patterns of online learning activities. / Hou, Huei Tse; Chang, Kuo-En; Sung, Yao-Ting.
In: British Journal of Educational Technology, Vol. 41, No. 2, 01.03.2010.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Applying lag sequential analysis to detect visual behavioural patterns of online learning activities
AU - Hou, Huei Tse
AU - Chang, Kuo-En
AU - Sung, Yao-Ting
PY - 2010/3/1
Y1 - 2010/3/1
N2 - A study was conducted to make an empirical observation and apply sequential analysis to detect learners' behavioral patterns. The participants in this study were 43 3rd-year students majoring in information management at a college of technology in Taipei. Six online learning activities were explored including information sharing, viewing peerwork, providing feedback, e-note taking, and proposing and answering questions. After giving the lectures, the teacher asked the students to conduct these six online learning activities from May to mid-June 2005. Each operation conducted by students in the system during the activities was coded and recorded automatically based on their sequence. The behavioral transfer diagram was then inferred by lag sequential analysis. The behavioral pattern indicates that D was almost independent from all other learning activities, and there were no sequential correlations between FBN, QS and D.
AB - A study was conducted to make an empirical observation and apply sequential analysis to detect learners' behavioral patterns. The participants in this study were 43 3rd-year students majoring in information management at a college of technology in Taipei. Six online learning activities were explored including information sharing, viewing peerwork, providing feedback, e-note taking, and proposing and answering questions. After giving the lectures, the teacher asked the students to conduct these six online learning activities from May to mid-June 2005. Each operation conducted by students in the system during the activities was coded and recorded automatically based on their sequence. The behavioral transfer diagram was then inferred by lag sequential analysis. The behavioral pattern indicates that D was almost independent from all other learning activities, and there were no sequential correlations between FBN, QS and D.
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UR - http://www.scopus.com/inward/citedby.url?scp=76849095567&partnerID=8YFLogxK
U2 - 10.1111/j.1467-8535.2009.00935.x
DO - 10.1111/j.1467-8535.2009.00935.x
M3 - Article
AN - SCOPUS:76849095567
VL - 41
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 2
ER -