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Article: The relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course

TitleThe relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course
Authors
Keywordsacademic achievement
approaches to learning
e-learning
learning analytics
video
Issue Date2020
PublisherWiley-Blackwell Publishing, Inc. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1600-0579
Citation
European Journal of Dental Education, 2020, Epub 2020-11-13 How to Cite?
AbstractIntroduction: This study examined relationships of students’ access of e-learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R-SPQ-2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. Methods: Two consecutive cohorts of 5th year dental students were asked to complete the R-SPQ-2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written-paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. Results: Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written-paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written-paper question results (β=−0.349; P<.001). Conclusions: Only deep approach to learning appeared to be relevant for the written-paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e-learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students.
Persistent Identifierhttp://hdl.handle.net/10722/297626
ISSN
2020 Impact Factor: 2.355
2020 SCImago Journal Rankings: 0.583
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, AKM-
dc.contributor.authorBotelho, MG-
dc.contributor.authorLam, OLT-
dc.date.accessioned2021-03-23T04:19:35Z-
dc.date.available2021-03-23T04:19:35Z-
dc.date.issued2020-
dc.identifier.citationEuropean Journal of Dental Education, 2020, Epub 2020-11-13-
dc.identifier.issn1396-5883-
dc.identifier.urihttp://hdl.handle.net/10722/297626-
dc.description.abstractIntroduction: This study examined relationships of students’ access of e-learning (learning analytics) for a healthcare psychomotor skills course, approaches to learning (R-SPQ-2F psychometric) and academic achievement (summative examination results). An understanding of the relationships may help in supporting students learning. Methods: Two consecutive cohorts of 5th year dental students were asked to complete the R-SPQ-2F questionnaire and permission to access data of online videos and associated quizzes and two summative written examination results were examined. The summative assessments were an OSCA and a written-paper question both in prosthodontics. Multiple linear regression and correlation analysis were performed. Results: Students (n=98) performed a total of 10470 video access events and 7714 attempts in online quizzes. Deep learning approach was the strongest predictor variable (β=0.270; P=.004) on written-paper question result. While video and quiz access were moderately correlated (r=0.600; P<.001) to each other, video access was not a significant predictor to either of the examination results. Quiz access was negatively associated with academic achievement for the written-paper question results (β=−0.349; P<.001). Conclusions: Only deep approach to learning appeared to be relevant for the written-paper question examination grades. Conversely, the number of video and quiz access did not relate to either examination results. This suggests e-learning access and examinations do not appear to relate under the conditions explored. Other attributes of learning management access may need to be explored to determine if access to learning management systems may be useful in offering remedial support to students.-
dc.languageeng-
dc.publisherWiley-Blackwell Publishing, Inc. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1600-0579-
dc.relation.ispartofEuropean Journal of Dental Education-
dc.rightsSubmitted (preprint) Version This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Accepted (peer-reviewed) Version This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.-
dc.subjectacademic achievement-
dc.subjectapproaches to learning-
dc.subjecte-learning-
dc.subjectlearning analytics-
dc.subjectvideo-
dc.titleThe relation of online learning analytics, approaches to learning and academic achievement in a clinical skills course-
dc.typeArticle-
dc.identifier.emailBotelho, MG: botelho@hkucc.hku.hk-
dc.identifier.authorityBotelho, MG=rp00033-
dc.identifier.authorityLam, OLT=rp01567-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/eje.12619-
dc.identifier.pmid33185309-
dc.identifier.hkuros321743-
dc.identifier.volumeEpub 2020-11-13-
dc.identifier.isiWOS:000595227900001-
dc.publisher.placeDenmark-

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