| dc.description.abstract | Learning strategies are learning activities carried out by students and teachers in order to effectively achieve their learning goals. Student engagement refers to the degree of participation or interest of students in learning, and the degree of connection between them and the class, institution, and each other. Learning strategies and student engagement are both key factors that affect learning effectiveness. Traditionally, the teacher asks students to fill out a questionnaire to investigate their learning strategies and engagement. However, it′s consuming much effort and time, and the results not timely enough. The results of the investigation are also easily limited to the predefined strategy categories. In addition, when filling out the questionnaire, students are also prone to feel uncertain when recalling their own learning behaviors, which reduces the reliability of the questionnaire results. Therefore, this study expects to use the learning logs of students in the online learning environment to extract student learning strategies in real time, and analyze the correlation of these learning strategies to student′s engagement and learning outcome, so that it can proxy measure students′ engagement based on the situation of students using strategies. We also hope that based on the results of the experiment, we can actually intervene in students′ learning behavior to improve their learning outcome and engagement.
This study analyzes the sequences generated by students′ learning logs in the online learning environment, and extracts six learning strategies through sequence clustering. We discussed the characteristics of these strategies, and identified the key learning strategies that affect students′ learning outcome and engagement through correlation coefficient analysis. Then, according to the results of the correlation coefficient analysis and the number of students using various strategies, we design learning behavior intervention and conduct them in the experimental group. Finally, we compare the differences in the use of learning strategies, learning outcome, and engagement between the experimental group and the control group before and after the intervention to discuss the impact of the intervention on students.
The results show that the six extracted learning strategies have varying degrees of positive correlation with learning outcome, and the behavioral engagement is the only one positively correlated with learning strategies among the three sections of engagement. In addition, after the intervention, the students in the experimental group have significantly better performance in learning strategies, learning outcome, and engagement than the control group. Therefore, we believe that the intervention can indeed improve the learning behavior of the students, thereby increasing the student’s learning outcome and engagement. | en_US |