Abstract
A formative assessment was introduced to a blended learning course in order to predict participant’s learning performance using measurements of their note taking activity and metrics of their attitudes. The lexical metrics were created by analyzing the contents of student’s notes from every class, and by measuring their characteristics. In the results of two types of regression analysis of these measurements, features of note taking activities were a significant source of information for predicting the scores of final exams. In regards to temporal changes in prediction performance during the course, the progress of learning and the typical changes in features of note taking activity were discussed. During the analyses, the effectiveness of the lecturer’s note taking instructions was also confirmed.
Highlights
The online learning environment has recently become the preferred method of sharing learning content, which enables participant’s learning activities to be analyzed, in order to maximize learning activity and optimize the overall system
Note taking activities Some simple statistics are summarized using an analysis of the contents of notes taken
When note taking instruction was given, the mean additional distance (AD) distance increased in accordance with the word rate (WD)
Summary
The online learning environment has recently become the preferred method of sharing learning content, which enables participant’s learning activities to be analyzed, in order to maximize learning activity and optimize the overall system. Typical large scale systems, which are called massive open online courses (MOOCs), are used for delivering learning content (Seaton, Bergner, Chuang, Mitros, & Pritchard, 2014). In order to evaluate both participant’s learning activity and learning systems, participant’s access logs and learning performance were analyzed (Seaton, Nesterko, Mullaney, Reich, & Ho, 2014). Using a conventional learning assessment approach, such as a summative evaluation, learning performance during the online course was discussed. The cost benefit of an online learning environment has often been discussed (Bates, 2000). Another approach, known as an authentic assessment (Gulikers, Bastiaens, & Kirschner, 2004), focuses on the student’s learning progress. A conventional formative assessment can improve the learning progress of students
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