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Are we driving blind-folded? A longitudinal study of learning design, engagement, and dropouts

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In this research, we advocate a shift from 'static' to 'dynamic' learning design by aligning with data generated from students during their learning process in virtual learning environment. We reveal the inconsistency in how teachers design their course, yet a consistent dropout pattern in the same module over different semesters.

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Are we driving blind-folded? A longitudinal study of learning design, engagement, and dropouts

  1. 1. Click to edit Master title style ARE YOU DRIVING BLIND-FOLDED? A LONGITUDINALSTUDY OF 51 LEANRINGDESIGNS, STUDENT ENGAGEMENT, AND RETENTION CARLG 17 AUTHOR: QUANNGUYEN SUPERVISORS:BARTRIENTIES; DENISEWHITELOCK;ZDENEKZDRAHAL @QuanNguyen3010 ManythankstoRuthMcFarlene,TomOlney,JamesForman,GalinaNaydenova,SteveParkinson
  2. 2. Click to edit Master title style What do you think?
  3. 3. Click to edit Master title style Understand Reflect
  4. 4. LEARNING DESIGN AT THE OU 04 OULDI Assimilative Finding information Productive Interactive Experiential Communication Assessment
  5. 5. 1) Inconsistent learning designs
  6. 6. 1) Inconsistent workload
  7. 7. Click to edit Master title style Understand Reflect
  8. 8. 2) Inconsistent engagement on VLE
  9. 9. 3) Inconsistent dropouts across modules 25% fee 50% fee 100% fee
  10. 10. 3) Consistent dropouts within modules 25% fee 50% fee 100% fee
  11. 11. TO WHAT EXTENT LEARNING DESIGN INFLUENCE STUDENT ENGAGEMENT & RETENTION RATES?
  12. 12. Preliminary results 1
  13. 13. Preliminary results 2
  14. 14. Preliminary results 3
  15. 15. Preliminary results – correlation matrix N=1506; * p<0.10 ** p<0.05 *** p<0.01 vle_per_visit dropout_rel F1_dropout_rel F2_dropout_rel vle_per_visit 1 dropout_rel .02 1 F1_dropout_rel .06*** .13*** 1 F2_dropout_rel .09*** -.03 .13*** 1 Assim .06** .02 .04 .12*** Info .10*** -.01 -.02 .01 Com .17*** -.02 -.01 .00 Prod .11*** .05* .03 .06** Exp .07*** -.00 -.01 -.02 Int .12*** .01 -.00 .00 Assess .07** -.05* -.03 -.05* Total .24*** -.01 .01 .07*** outliers_bi .01 -.01 .01 .06**
  16. 16. Next step - Mediation analysis Workload Dropouts Engagement 25% fee 50% fee 100% fee
  17. 17. Workload W1 Workload W2 Workload W… Workload W29 Workload W30 Behaviour W1 Behaviour W2 Behaviour W… Behaviour W29 Behaviour W30 Dropouts W1 Dropouts W2 Dropouts W… Dropouts W29 Dropouts W30 time Longitudinal mediation model
  18. 18. Click to edit Master title style Understand Reflect Static Dynamic learning design
  19. 19. GET IN TOUCH Quan.Nguyen@open.ac.uk @QuanNguyen3010 Slideshare https://www.researchgate.net/profile/Quan_Nguyen48

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