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dc.contributor.authorSun, Jerry Chih-Yuanen_US
dc.contributor.authorLin, Che-Tsunen_US
dc.contributor.authorChou, Chienen_US
dc.date.accessioned2017-04-21T06:49:07Z-
dc.date.available2017-04-21T06:49:07Z-
dc.date.issued2016en_US
dc.identifier.isbn978-1-4673-8985-3en_US
dc.identifier.urihttp://dx.doi.org/10.1109/IIAI-AAI.2016.186en_US
dc.identifier.urihttp://hdl.handle.net/11536/136398-
dc.description.abstractThis study aims to apply sequential analysis to explore the effect of learning motivation on online learning behavioral patterns. The study participants were 160 graduate students, who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study revealed that highly motivated learners exhibited a relatively serious learning pattern in a multi-tasking learning environment, and that online reading duration was a significant indicator of seriousness in taking an online course. Finally, relevant recommendations were made to instructors and researchers based on the results of the present study.en_US
dc.language.isoen_USen_US
dc.subjectlearning analyticsen_US
dc.subjectmotivationen_US
dc.subjectsequential analysisen_US
dc.subjectonline learningen_US
dc.subjectbehavioral patternen_US
dc.titleApplying learning analytics to explore the influence of online learners\' motivation on their online learning behavioral patternsen_US
dc.typeProceedings Paperen_US
dc.identifier.doi10.1109/IIAI-AAI.2016.186en_US
dc.identifier.journalPROCEEDINGS 2016 5TH IIAI INTERNATIONAL CONGRESS ON ADVANCED APPLIED INFORMATICS IIAI-AAI 2016en_US
dc.citation.spage377en_US
dc.citation.epage380en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000389501300071en_US
dc.citation.woscount0en_US
Appears in Collections:Conferences Paper