Abstract

This study used a learning time group comparison to investigate how people learn in an open online course. One massive open online course (MOOC) on self-development was selected and analyzed. The total data of 2,017,783 learning records of 171,694 users were retrieved. The analysis of all access to all materials indicated the overall tendency of learner access. A bar graph shows a skew shape with the highest peak for the earlier module materials. The data of 11,879 graded users (6.92% of all users) were categorized into three learning time groups: shorter (the 25% of users with the least learning time), longer (the 25% of users with the most learning time), and middle (the remaining 50% of users). The shorter time group’s and longer time group’s access to all learning materials and grades were compared. All groups showed more access to graded materials, and the results of ANOVA showed the following significance difference among the groups in their grades: F = 5.36, p < .01. The longer time group accessed optional materials and required quizzes much more frequently than the other groups. The data suggests that shorter time users are eager to complete the course quickly to obtain the certificate, whereas longer time users are more focused on learning the topic in depth. Users’ motives for taking an online course may be inferred from the time they spend learning, and viewing their learning time is one way to enhance system support design and course design.

Citation

Goda, Y. & Hayward, C. (2022). Relationship Between Learning Time in an Online Course and Learning Behavior and Outcomes. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 917-925). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 31, 2024 from https://www.learntechlib.org/primary/p/221392/.

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