Search results for author:"Meehyun Yoon"
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Journal of Educational Technology & Society Vol. 18, No. 3 pp. 214–225
This study describes the process of constructing proxy variables from recorded log data within a Learning Management System (LMS), which represents adult learners' time management strategies in an online course. Based on previous research, three...
Journal of Educational Technology & Society Vol. 17, No. 3 pp. 108–120
Collaborative learning has become a dominant learning apparatus for higher level learning objectives. Much of the psychological and social mechanisms operating under this complex group activity, however, is not yet well understood. The purpose of...
Evaluation of Online Log Variables that Estimate Learners’ Time Management in a Korean Online Learning Context
The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)
The purpose of this study was to identify the relationship between the psychological variables and online behavioral patterns of students, collected through a Learning Management System (LMS). Test was attempted of a structural equation model...
Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments
Internet and Higher Education Vol. 30, No. 1 (July 2016) pp. 30–43
Although asynchronous online discussion (AOD) is increasingly used as a main activity for blended learning, many students find it difficult to engage in discussions and report low achievement. Early prediction and timely intervention can help...
Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea
Computers & Education Vol. 127, No. 1 (December 2018) pp. 233–251
With the recognition of the importance of self-regulated learning (SRL) in asynchronous online courses, recent research has explored how SRL strategies impact student learning in these learning environments. However, little has been done to examine...
The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course
Computers & Education Vol. 128, No. 1 (January 2019) pp. 377–388
Responding to the lack of empirical studies on the effects of instructional design components on MOOCs, this study explores which instructional design components (e.g., course content, transactional interaction between student and content, structure/...