Considerations for Classification of Procrastinator Focusing on Periodical Online Exam in Blended Learning Course
Considerations for Classification of Procrastinator Focusing on Periodical Online Exam in Blended Learning Course
复制标题
以混合式学习课程定期在线考试为重点的拖延者分类思考
DOI：
10.1109/tale48869.2020.9368437
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Goda Yoshiko
中科院分区：
文献类型：
--
作者：
Kubota Shin-Ichiro;Matsuba Ryuichi;Hiraoka Naoshi;Suzuki Yusei;Goda Yoshiko
许多研究者从学习系统的学习日志中确定网络学习中知识获取的学习行为。本研究以拖延型学习者为研究对象，试图从学习日志中区分被动拖延和主动拖延。从学习日志中生成特征向量，并通过无监督聚类将其分为两组。在考试时间范围内访问在线教科书次数最多的一组被指定为主动拖延型。主动拖延型学生的平均考试成绩高于被动拖延型学生。结果表明，学生在考试期间访问在线教科书和考试的次数可以有效区分被动和主动拖延类型。
Many researchers study to determine the learning behavior regarding the acquisition of knowledge in e-learning from the learning log in LMS. This study focused on procrastination type learners and tried to distinguish between passive and active procrastination types from the learning logs. Characteristic vectors were generated from the learning log and divided into two groups via unsupervised clustering. The group that accessed the online textbook the highest number of times within the time frame of the exam were designated as active procrastination type. Active procrastination type students had higher average exam scores than passive procrastination type students. The results suggest that the number of times that students accessed the online textbook and exam during a period when students were taking the exam were effective in distinguishing between passive and active procrastination types.