Department of Psychology, The University of Texas at Austin, Austin, TX, United States of America.
PLoS One. 2019 Mar 25;14(3):e0213863. doi: 10.1371/journal.pone.0213863. eCollection 2019.
College students' study strategies were explored by tracking the ways they navigated the websites of two large (Ns of 1384 and 671) online introductory psychology courses. Students' study patterns were measured analyzing the ways they clicked outside of the regularly scheduled class on study materials within the online Learning Management System. Three main effects emerged: studying course content materials (as opposed to course logistics materials) outside of class and higher grades are consistently correlated; studying at any time except in the late night/early morning hours was strongly correlated with grades; students with higher Scholastic Aptitude Test (SAT) scores made higher grades but accessed course materials at lower rates that those with lower SATs. Multiple regressions predicting grades using just SATs and click rates accounted for almost 43 and 36 percent of the grade variance for the Fall and Spring classes respectively. Implications for using click patterns to understand and shape student learning are discussed.
通过追踪大学生在两个大型在线心理学入门课程网站上的导航方式，研究了大学生的学习策略。通过分析他们在在线学习管理系统中课外点击课程学习材料的方式来衡量学生的学习模式。出现了三个主要影响因素：课外学习课程内容（与课程物流材料相反）与较高的成绩呈正相关；除深夜/清晨外的任何时间学习都与成绩呈强相关；学业能力倾向测验（SAT）分数较高的学生成绩较高，但访问课程材料的频率低于分数较低的学生。使用 SAT 和点击率仅预测成绩的多元回归分别解释了秋季和春季课程成绩差异的近 43%和 36%。讨论了使用点击模式来理解和塑造学生学习的意义。
