Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/209477

Download PDF (Published version) (Adobe Acrobat PDF, -1 bytes)

Title

Using log data to investigate the impact of (a)synchronous learning tools on LMS interaction

Author(s)

Greenland, Steven

Abstract

This paper presents exploratory examination of LMS log data from ten undergraduate business courses that differ in terms of learning activity design. Data were derived from the Unit Statistics and User Activity functions on Blackboard versions 8 and 9.1, which report the number of student hits across the various LMS applications. The research identifies obstacles encountered when using log data. Findings suggest that the design of learning activities has substantial impact upon levels of student interaction with the LMS. Furthermore the greater the amount of asynchronous learning activities, versus synchronous ones, may generate increased student interaction not just with the interactive applications but with the LMS overall. This outcome is particularly relevant given the correlation between LMS interaction and student results reported in other studies. The research confirms the potential of log data to inform online teaching practice, highlights some of challenges involved and outlines avenues for future research.

Publication type

Conference paper

Research centre

Swinburne University of Technology

Source

Proceedings of 'Changing demands, changing directions', the 28th Australasian Society for Computers in Learning in Tertiary Education Conference (ascilite 2011), Hobart, Tasmania, Australia, 04-07 December 2011 / G. Williams, P. Statham, N. Brown and B. Cleland (eds.), pp. 469 - 474

Publication year

2011

Keyword(s)

Asynchronous technologies;  E-learning;  Learning management systems;  Log data;  Synchronous technologies

Publisher

University of Tasmania

ISBN

9781862956445

Publisher URL

http://www.ascilite.org.au/index.php?p=conference

Copyright

Copyright © 2011 Steven Greenland. The author assigns to ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for the Proceedings ascilite Hobart 2011. Any other use is prohibited without the express permission of the author. The published version is reproduced in accordance with this policy.

Full text

Peer reviewed