TY - GEN
T1 - Student's Access Pattems of a Moodle-based Course Management System
T2 - 2019 IEEE International Conference on Engineering, Technology and Education, TALE 2019
AU - Shi, Rongkai
AU - Nanjappan, Vijayakumar
AU - Liang, Hai Ning
AU - Zhang, Shiyun
AU - Ma, Jieming
AU - Wong, Kok Hoe
N1 - Funding Information:
ACKNOWLEDGMENT The authors acknowledge the support for this research by Xi’an Jiaotong-Liverpool University (XJTLU) Teaching Development Fund (#TDF 15/16-R11-091 and #17/18-R16-111), the Jiangsu English Taught Elite Modules for Foreign Students, the Cernet Network Next Generation Internet Technology Innovation Fund (#NGII20180508), and the Young-aged Cadre Teacher of Jiangsu Province Qinglan Talent Program
Publisher Copyright:
© 2019 IEEE.
PY - 2019/12
Y1 - 2019/12
N2 - With the wide adoption of Course Management Systems (CMSs) and their availability on different types of devices, students can access their course content anytime, anywhere and stay up to date with their modules on a frequent basis. The continued growth in the volume of data allows us to apply learning analytics strategies to understand patterns of access and students' online behavior. Our aim is to analyze the use of online materials in a Moodle-based CMS by students to identify their usage patterns. To do this, we systematically collected and analyzed students' access of the course materials related to two coursework assessments in a large programming course for entry level students across two years. Our results indicate that students' access of the course materials significantly impact on their assignment scores. There are also differences in students' access based on their gender and STEM/Non-STEM backgrounds. Based on our results, we derive suggestions for how to improve the learning experience of students in CMSs.
AB - With the wide adoption of Course Management Systems (CMSs) and their availability on different types of devices, students can access their course content anytime, anywhere and stay up to date with their modules on a frequent basis. The continued growth in the volume of data allows us to apply learning analytics strategies to understand patterns of access and students' online behavior. Our aim is to analyze the use of online materials in a Moodle-based CMS by students to identify their usage patterns. To do this, we systematically collected and analyzed students' access of the course materials related to two coursework assessments in a large programming course for entry level students across two years. Our results indicate that students' access of the course materials significantly impact on their assignment scores. There are also differences in students' access based on their gender and STEM/Non-STEM backgrounds. Based on our results, we derive suggestions for how to improve the learning experience of students in CMSs.
KW - CSl
KW - Course Management System
KW - Learning Analytics
KW - Mobile Devices
KW - Programming
KW - STEM Non-STEM
UR - https://www.scopus.com/pages/publications/85096539615
U2 - 10.1109/TALE48000.2019.9225914
DO - 10.1109/TALE48000.2019.9225914
M3 - Conference Proceeding
AN - SCOPUS:85096539615
T3 - TALE 2019 - 2019 IEEE International Conference on Engineering, Technology and Education
BT - TALE 2019 - 2019 IEEE International Conference on Engineering, Technology and Education
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 8 April 2019 through 11 April 2019
ER -