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Using log variables in a learning management system to evaluate learning activity using the lens of activity theory

Title
Using log variables in a learning management system to evaluate learning activity using the lens of activity theory
Authors
Park Y.Jo I.-H.
Ewha Authors
조일현박연정
SCOPUS Author ID
조일현scopus; 박연정scopus
Issue Date
2017
Journal Title
Assessment and Evaluation in Higher Education
ISSN
0260-2938JCR Link
Citation
vol. 42, no. 4, pp. 531 - 547
Keywords
activity theoryanalyticslearning management systemsvirtual learning environments
Publisher
Routledge
Indexed
SSCI; SCOPUS WOS scopus
Abstract
As the advance of learning technologies and analytics tools continues, learning management systems (LMSs) have been required to fulfil the growing expectations for smart learning. However, the reality regarding the level of technology integration in higher education differs considerably from such expectations or the speed of advances in educational technologies. This research aimed to evaluate the current activation levels and usage patterns of a LMS. A large data-set was analysed, which included the online activity information from 7940 courses. Through data pre-processing, general indicators reflecting login frequencies of the virtual campus and activity-based indicators presenting the activation patterns of diverse functions provided by Moodle were derived. Activity theory was applied to interpret the results of analysis, since it has been recognised as a powerful framework to understand phenomena encompassing interactive systems. Further, time-series investigation over three consecutive semesters allowed observation of historical changes. The results revealed considerably low use of the virtual campus with only slight changes, as well as significantly different activity patterns across course attributes and colleges. Contradictions among components in the activity system are discussed, along with the implications for improving teaching and learning with LMS in higher education. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
DOI
10.1080/02602938.2016.1158236
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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