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Lag Seqential Anaiysis for Identifying Blended Learners' Sequential Patterns of e-Book Note-taking for Self-Regulated Learning
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Lag Seqential Anaiysis for Identifying Blended Learners' Sequential Patterns of e-Book Note-taking for Self-Regulated Learning
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Lag Seqential Anaiysis for Identifying Blended Learners' Sequential Patterns of e-Book Note-taking for Self-Regulated Learning
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Journal Article
Lag Seqential Anaiysis for Identifying Blended Learners' Sequential Patterns of e-Book Note-taking for Self-Regulated Learning
2023
Overview
Blended learning (BL) is regarded as an effective strategy for combining traditional face-to-face classroom activities with various types of online learning tools (e.g., e-books). An effective feature of e-books is the ability to use digital notes. When e-books are used in BL, the strategic adoption of note-taking provides benefit that influence the learner' progress for self-regulated learning (SRL) and course achievements. However, learners tend to be unsure about how note-taking is performed using online learning materials and lack sequential patterns of e-book note-taking for SRL. Thus, in this paper, an exploratory study was conducted in an undergraduate course that implemented the BL design. The learning task for the blended learners in the present study was to study the learning material using BookRoll, an e-book system, during in-class and out-of-class learning sessions. Lag sequential analysis of the e-book learning behavior data was conducted to identify the blended learners' sequential behaviors of e-book note-taking for the cognitive strategy use of SRL. Moreover, the difference between higher- and lower-achievement blended learners in terms of their sequential behaviors of e-book note-taking for SRL was revealed. This study can help educators provide evidence-based educational feedback to learners regarding the identified sequential patterns of e-book note-taking that can be applied as effective strategies for promoting the cognitive strategy use of SRL and improvement of course achievement in BL.
Publisher
International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan
Subject
