Class
Article
College
Emma Eccles Jones College of Education and Human Services
Faculty Mentor
Mimi Recker
Presentation Type
Oral Presentation
Abstract
This study aims to 1) identify and characterize groups of students based on their online discussion patterns, emotions, and contents; and 2) investigate associations between these patterns and their learning outcomes in an online developmental mathematics course. Data mining of both clickstream and textual data collected by a Learning Management System (LMS) enabled an analysis in terms of how students meaningfully engaged with discussions, conceived as both online speaking and listening behaviors. Findings revealed six groups of students that exhibited similar online discussion patterns and emotions. Moreover, higher performing students showed higher levels online listening and were more engaged in course content; lower performing students showed superficial engagement in the discussions as they talked about off-topic content.
Location
Room 154
Start Date
4-12-2018 10:30 AM
End Date
4-12-2018 11:45 AM
Exploring Relationships between Students’ Discussion Patterns, Emotions and Learning Outcomes in an Online Mathematics Course
Room 154
This study aims to 1) identify and characterize groups of students based on their online discussion patterns, emotions, and contents; and 2) investigate associations between these patterns and their learning outcomes in an online developmental mathematics course. Data mining of both clickstream and textual data collected by a Learning Management System (LMS) enabled an analysis in terms of how students meaningfully engaged with discussions, conceived as both online speaking and listening behaviors. Findings revealed six groups of students that exhibited similar online discussion patterns and emotions. Moreover, higher performing students showed higher levels online listening and were more engaged in course content; lower performing students showed superficial engagement in the discussions as they talked about off-topic content.