Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns
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| Title: | Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns |
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| Language: | English |
| Authors: | Sun, Jerry Chih-Yuan, Lin, Che-Tsun, Chou, Chien |
| Source: | International Review of Research in Open and Distributed Learning. Apr 2018 19(2):209-227. |
| Availability: | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Student Motivation, Student Behavior, Reading, Behavior Patterns, Data Analysis, Learning, Graduate Students, Multivariate Analysis, Electronic Learning, Foreign Countries, Differences, Questionnaires, Statistical Analysis, Observation, Interviews |
| Geographic Terms: | Taiwan |
| ISSN: | 1492-3831 |
| Abstract: | This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study's participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study reveals that highly motivated students exhibited a relatively serious reading pattern in a multitasking learning environment, and that online reading duration was a significant indicator of motivation in taking an online course. Finally, recommendations were provided to instructors and researchers based on the results of the study. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2018 |
| Accession Number: | EJ1178647 |
| Database: | ERIC |
| Abstract: | This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study's participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study reveals that highly motivated students exhibited a relatively serious reading pattern in a multitasking learning environment, and that online reading duration was a significant indicator of motivation in taking an online course. Finally, recommendations were provided to instructors and researchers based on the results of the study. |
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| ISSN: | 1492-3831 |
