Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis
Galit Ben-Zadok, Tel-Aviv University, Israel ; Moshe Leiba, Rafi Nachmias, School of Education, Israel
IJELLO Volume 6, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
The research objectives of this study are: (a) to compare learning behaviors in an online science learning environment – in school vs. at home; and (b) to explore the existence of some behavioral differences, in school and at home, in terms of age and gender. The actions of 1,179 elementary school students in an online science learning environment were documented in a log file and sta- tistically analyzed. Results suggest that students who learn at home tend to spend more time learning; they learn at a slower pace and score higher on a test than students who learn in school. However, no significant differences were found between home and school in terms of the amount of completed activities, the rate of simulation use, and the sequence of learning. Comparison between age groups indicates that younger students tend to learn for more time, at a slower pace, and complete fewer activities than older students. Comparison between genders, on the other hand, reflects similar learning behaviors for boys and girls. The results also suggest that neither age nor gender affect the differences found between school and home behaviors. Our conclusions indicate that extending teaching time to the home by means of online learning environments is possible and worthwhile, regardless of age or gender. Nevertheless, it should be noticed that in some cases more learning time is necessary for young students in online assignments.
Ben-Zadok, G., Leiba, M. & Nachmias, R. (2010). Comparison of Online Learning Behaviors in School vs. at Home in Terms of Age and Gender Based on Log File Analysis. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 305-322. Informing Science Institute.
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Yair Levy & Michelle Ramim, Nova Southeastern University, United States
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 8, No. 1 (Jan 01, 2012) pp. 97–113
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