An Analysis of Learner Attributes and Interactions in Synchronized e-Learning
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概要
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This study analyzed how e-learning at junior high school level is affected by learner attributes and interactions. Previous research has highlighted the need to adapt lesson design to learner attributes. As subjects for our study, we therefore chose learners at the junior high school level, whose learning situation differs from that of adults or university students in that their motivation is less clearly defined. We first tested whether the effectiveness of model lessons varied with different learner attributes, and then examined the relationship between interactions and effectiveness. With regard to differences due to learner attributes, a factor analysis of the students' normal learning situation yielded three factors: (1) difficulties in comprehension and assimilation (the student studies but fails to make progress); (2) lack of willpower or weak motivation (the student is unable to study for various reasons); (3) avoidance of study or effort (the student is unwilling to apply him/herself to studying). The factor scores were then submitted to cluster analysis; comparison of the resulting groups identified differences in their factor profiles, lesson evaluations, test score improvement rates, and frequency of chats. To examine the relationship between interactions and effectiveness, we performed a simple regression analysis between the frequency of chats (open or closed) and indices of lesson evaluations or effectiveness. For English, a correlation was found between the frequency of closed chats and the rate of improvement in comprehension test scores.