| Popis: |
The purpose of this study is to suggest more meaningful components for learning analytics in order to help learners to improve their learning achievement continuously through an educational technology approach. 41 undergraduate students in a women’s university in South Korea participated in this study. The seven-predictor model was able to account for 99.3% of the variance in the final grade, F(8, 32) = 547.424, p .05), interactions with content (β = −.004, t = −.240, p > .05), interactions with peers (β = .015, t = .766, p > .05), and interactions with instructor (β = .009, t = .354, p > .05) did not predict final grades. The results provide a rationale for the treatment for student time management effort. |
