TY - JOUR
T1 - The role of temporal patterns in students' behavior for predicting course performance
T2 - A comparison of two blended learning courses
AU - van Leeuwen, Anouschka
AU - Bos, Nynke
AU - van Ravenswaaij, Heleen
AU - van Oostenrijk, Jurgen
PY - 2019
Y1 - 2019
N2 - In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face-to-face and online activity led to sufficient course performance, whereas in the EHM, face-to-face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance.
AB - In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face-to-face and online activity led to sufficient course performance, whereas in the EHM, face-to-face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance.
UR - http://www.scopus.com/inward/record.url?scp=85044787459&partnerID=8YFLogxK
U2 - 10.1111/bjet.12616
DO - 10.1111/bjet.12616
M3 - Article
AN - SCOPUS:85044787459
SN - 0007-1013
VL - 50
SP - 921
EP - 933
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
IS - 2
ER -