Ammenwerth Elske, Hackl Werner O, Dornauer Verena, Felderer Michael, Hoerbst Alexander, Nantschev Renate, Netzer Michael
Institute of Medical Informatics, UMIT - University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Austria.
Department of Computer Science, University of Innsbruck, Austria.
Stud Health Technol Inform. 2019 Jul 4;262:87-90. doi: 10.3233/SHTI190023.
Socio-constructive instructional designs for online-based learning focus on interaction and communication of students to allow in-depth learning. The objective of this study is to analyze whether increased interaction of students in online-based learning settings may contribute to better outcome. We developed indicators for presence, participation, and interactivity of students. We extracted log data from the learning management system for 31 students in 10 online courses (n=123 course attendances). We correlated indicators to final grades and also applied a decision tree based machine learning approach. We found only weak to moderate correlations between the indicators and final grades, but acceptable results concerning prediction of students' success based on the indicators. Our results support the theory that student presence and participation in online-based courses is related to learning outcome.
基于网络学习的社会建构主义教学设计侧重于学生的互动与交流，以实现深入学习。本研究的目的是分析在基于网络的学习环境中，学生互动的增加是否有助于取得更好的学习成果。我们制定了学生在场、参与和互动的指标。我们从学习管理系统中提取了10门在线课程中31名学生的日志数据（课程出勤次数n = 123）。我们将指标与最终成绩进行关联，并应用基于决策树的机器学习方法。我们发现指标与最终成绩之间只有弱到中等程度的相关性，但基于这些指标对学生学习成功的预测结果是可接受的。我们的结果支持了这样一种理论，即学生在在线课程中的在场和参与与学习成果相关。
