Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance

Abstract

In this study, students’ interactions with different learning activities are examined and the relation among learning performance with different interaction patterns, learning performance, self-regulated learning (SRL) strategies and motivation is presented. Learning materials including different kinds of activities are prepared and presented to the use of 122 university students. As a result of the study that students spent longer time in the tutorial and video activities and they visit these activities more frequently. As a result of cluster analysis, students with the least interaction with learning activities take place in the first cluster, students who use video, example and forum activities to an intense take place in the second cluster, and students who spend more time in tutorial, exercise and concept map activities take place in the third cluster. The academic performances of students, who spend longer time in learning activities, are higher. Students in the third cluster have higher points in terms of intrinsic goal orientations, task value, control beliefs and self-efficacy for learning and performance. Finally, the results of this study show that SRL strategies differ from its sub-dimensions in terms of rehearsal, organization, elaboration, metacognitive self-regulation, time and study environment.