TY - JOUR

T1 - How do online learners study?

T2 - The psychometrics of students’ clicking patterns in online courses

AU - Tellakat, Mohini

AU - Boyd, Ryan L.

AU - Pennebaker, James W.

PY - 2019/3/25

Y1 - 2019/3/25

N2 - College students’ study strategies were explored by tracking the ways they navigated the websites of two large (Ns of 1384 and 671) online introductory psychology courses. Students’ study patterns were measured analyzing the ways they clicked outside of the regularly scheduled class on study materials within the online Learning Management System. Three main effects emerged: studying course content materials (as opposed to course logistics materials) outside of class and higher grades are consistently correlated; studying at any time except in the late night/early morning hours was strongly correlated with grades; students with higher Scholastic Aptitude Test (SAT) scores made higher grades but accessed course materials at lower rates that those with lower SATs. Multiple regressions predicting grades using just SATs and click rates accounted for almost 43 and 36 percent of the grade variance for the Fall and Spring classes respectively. Implications for using click patterns to understand and shape student learning are discussed.

AB - College students’ study strategies were explored by tracking the ways they navigated the websites of two large (Ns of 1384 and 671) online introductory psychology courses. Students’ study patterns were measured analyzing the ways they clicked outside of the regularly scheduled class on study materials within the online Learning Management System. Three main effects emerged: studying course content materials (as opposed to course logistics materials) outside of class and higher grades are consistently correlated; studying at any time except in the late night/early morning hours was strongly correlated with grades; students with higher Scholastic Aptitude Test (SAT) scores made higher grades but accessed course materials at lower rates that those with lower SATs. Multiple regressions predicting grades using just SATs and click rates accounted for almost 43 and 36 percent of the grade variance for the Fall and Spring classes respectively. Implications for using click patterns to understand and shape student learning are discussed.

U2 - 10.1371/journal.pone.0213863

DO - 10.1371/journal.pone.0213863

M3 - Journal article

C2 - 30908503

AN - SCOPUS:85063431806

VL - 14

JO - PLoS ONE

JF - PLoS ONE

SN - 1932-6203

IS - 3

M1 - e0213863

ER -