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The role of temporal patterns in students' behavior for predicting course performance: A comparison of two blended learning courses
Author(s) -
van Leeuwen Anouschka,
Bos Nynke,
van Ravenswaaij Heleen,
van Oostenrijk Jurgen
Publication year - 2019
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12616
Subject(s) - course (navigation) , blended learning , computer science , mathematics education , online course , flipped classroom , face (sociological concept) , psychology , educational technology , engineering , social science , sociology , aerospace engineering
In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face‐to‐face and online activity led to sufficient course performance, whereas in the EHM, face‐to‐face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance.