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A study of learning time patterns in asynchronous learning environments.

This research makes use of learning time intensity, burst evaluating equations, and state denotation approaches to evaluate the learning time characteristics of students. Through comparing learning time intensity, six burst styles and three diligence styles are categorized. From the statistical resu...

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Published in:Journal of Computer Assisted Learning Vol. 20; no. 4; pp. 292 - 305
Main Authors: Hwang W, Wang C
Format: equations & formulas research tables/charts Journal Article
Published: Wiley-Blackwell Aug2004
Online Access:View this record in EBSCOhost
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      dt: Aug2004
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        106682518
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        2004152885
        10.1111/j.1365-2729.2004.00088.x
        106682518
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        atl: A study of learning time patterns in asynchronous learning environments.
      aug:
        au:
          Hwang W
          Wang C
        affil: Dept of Computer Science and Information Engineering, Graduate School of Network Learning Technology, National Central University, Jung-li, Taoyuan 300, Taiwan, ROC; wyhwang@cc.ncu.edu.tw
      sug:
        subj:
          Learning Environment
          Learning Styles Evaluation
          Content Analysis
          Descriptive Statistics
          T-Tests
          Human
      ab: This research makes use of learning time intensity, burst evaluating equations, and state denotation approaches to evaluate the learning time characteristics of students. Through comparing learning time intensity, six burst styles and three diligence styles are categorized. From the statistical results and interaction content analysis, some pedagogical phenomena were found. The first finding is that the more diligent learners were, the higher the quality and quantity of their interaction. The second is that learners whose learning time intensity was mainly located in the early period of the course and whose interaction content included many complaints were suspected to be possible dropouts. The third finding is that learners whose learning time intensity was mainly located in the later period had achievements that were significantly different from those of the regular periodical reading learners whose learning time intensity was distributed in all periods of the course. The above findings raise some issues and suggestions for those concerned with proposing asynchronous courses. As students can pace their own learning in an asynchronous learning environment, it is hard to avoid getting used to intermittent intensive reading. Instructors should consider seriously how to guide students to learn in a proper sequence through a well-scheduled instructional programme. It is necessary to encourage students to exercise self-discipline in regular on-line reading for better learning outcomes.
      pubtype: Academic Journal
      doctype:
        equations & formulas
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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