Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

The Analysis of Academic Achievement based on Spatio-Temporal Data Relate to e-Learning Patterns of University e-Learning Learners

대학 이러닝 학습자들의 학습 시·공간 패턴에 따른 학업성취도 차이 분석

  • Lee, Hae-Deum (Educational Development Institute, Mokwon University) ;
  • Nam, Min-Woo (Educational Development Institute, Mokwon University)
  • 이해듬 (목원대학교 대학교육개발원) ;
  • 남민우 (목원대학교 대학교육개발원)
  • Received : 2018.08.06
  • Accepted : 2018.08.20
  • Published : 2018.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study was designed to analyze the difference in attendance and academic achievement based on spatio-temporal data relate to e-Learning patterns of university e-Learning learners. This study collected e-Learning data from 68 e-Learning classes, 13,611 learners during 3 years. Collected data were analyzed by t-test and two-way ANOVA. Major study findings were as follows. Firstly, e-Learning learners in school received higher than those of learners outside school both in attendance and academic achievement, while that academic achievement showed statistical significance. Secondly, the attendance and academic achievement by the day was in the order of e-Learning learners mainly in the morning, those in the afternoon and those at night, in addition there was statistical significance. Lastly e-Learning learners in the weekdays appeared higher than those of learners in the weekends both in attendance and academic achievement, also both of them showed statistical significance.

본 연구는 대학 이러닝 학습자들의 학습 시 공간 데이터를 활용한 이러닝 학습패턴에 따라 학습자등의 출석률과 학업성취도 차이를 규명하였다. 연구대상은 3년간 총 68개 이러닝 강좌, 수강생 13,611명의 이러닝 데이터를 수집하였고, 자료분석은 t검증, 이원변량분석을 활용하였다. 본 연구결과는 다음과 같이 제시한다. 첫째, 대학 이러닝 학습자들의 학습공간에 따른 출석률과 학업성취도 차이를 분석한 결과 교내 주학습자가 출석률과 학업성취도에서 교외 주학습자들 보다 높은 점수를 보였고, 학업성취도는 통계적인 유의성이 나타났다. 둘째, 대학 이러닝 학습자들의 일 단위 학습시간대에서는 오전시간대 주학습자, 오후시간대 주학습자, 야간시간대 주학습자 순으로 출석률과 학업성취도가 높게 나타났으며, 모두 유의미한 차이가 있는 것으로 분석되었다. 주 단위 학습시간대에서는 평일시간대의 주학습자들이 주말시간대 주학습자들 보다 출석률과 학업성취도에서 더 높게 나타났으며, 통계적으로도 유의한 차이가 분석되었다.

Keywords

References

  1. S. R. Hwang(2016). Impact of Learner's Learning Behavior on Achievement: The Moderating Effect of Learning Motivation. Graduate School of Ewha Womans University.
  2. D. H. Ahn. (2017). Moderating Effect of Learning styles on the relationship of quality and satisfaction of e-Learning context. Journal of Digital Convergence, 15(12), 35-45. https://doi.org/10.14400/JDC.2017.15.12.35
  3. H. D. Lee. (2016). University e-Learning Students' Pattern Classification and Analysis of Academic Achievement Based on Behavioral Data Related to Learning. Graduate School of konkuk University.
  4. M. S. Kang, J. I. Kim & I. W. Park. (2009). The Examination of the Variables related to the Students' e-learning Participation that Have an Effect on Learning Achievement in e-learning Environment of Cyber University. Journal of Internet Computing and Services, 10(5), 135-143
  5. S. Y. Park, M. W. Nam & S. B. Cha(2012). University students, behavioral intention to use mobile learning : Evaluating the technology acceptance model. British journal of Education Technology, 43(4).
  6. B. H. Moo. (2007). Analysis of Login and Learning Hour in Cyber Classes of Undergraduate Students. Journal of the Korea society of computer and information, 12(5), 171-177.
  7. S. Y. Park & Y. S. Song. (2008). Analysis of e-learning time logs of university students. The Korean Society for Training and Development, 16, 53-67.
  8. S. Y. Kwon. (2009). The Analysis of differences of learners participation, procrastination, learning time and achievement by adult learners adherence of learning time schedule in e-Learning environments. Journal of learning-Centered curriculum and Instruction, 9(3), 61-86.
  9. C. K. Seong. (2011). Effect of the Students' e-learning Participation and Access Frequency and Access times on Learning Achievement in Blended-learning Environment. Journal of Society of Communication Design, (35), 90-98.
  10. I. H. Jo & J. H. Kim. (2013). Investigation of Statistically Significant Period for Achievement Prediction Model in e-Learning. Journal of Educational Technology, 29(2), 285-306. https://doi.org/10.17232/KSET.29.2.285
  11. I. H. Jo & Y. M. Kim. (2013). Impact of Learner's Time Management Strategies on Achievement in an e-learning Environment: A Learning Analytics Approach. The Journal of Educational Information and Media, 19(1), 83-107.
  12. H. G. Park. (2015). Analyzing the e-Learning Trend and Achievement by Attendance Source of Students. Graduate School of Keimyung University.
  13. H. Y. Lee. (2015). Development of prediction models based on the clustered online learners' behavioral patterns in university e-Learning environment. Graduate School of Ewha Womans University.
  14. C. H. Ahn, S. K. Joung, S. G. Kim & I. H. Choi. (2016). "The Analysis of E-learning Learners Characteristics for Improving Teaching and Learning in Online". The journal of Korean instituteof information technology, 14(4), 187-194 https://doi.org/10.14801/jkiit.2016.14.4.187
  15. M. K. Park & M. S. Park. (2017). "Effects of psychological empowerment on achievement in team based learning: Mediating effect of co-regulation", Journal of Digital Convergence, 15(10), .367-376. https://doi.org/10.14400/JDC.2017.15.10.367
  16. S. U. Kwon & S. J. Yun. (2010). A Study on the Influential Factors of Intention to Continued Use of e-Learning. Journal of Information Technology Applications & Management, 17(1), 35-54