Publications
12 results found
Peach R, Greenbury S, Johnston I, et al., 2021, Understanding learner behaviour in online courses with Bayesian modelling and time series characterisation, Scientific Reports, Vol: 11, ISSN: 2045-2322
The intrinsic temporality of learning demands the adoption of methodologies capable of exploiting time-series information. In this study we leverage the sequence data framework and show how data-driven analysis of temporal sequences of task completion in online courses can be used to characterise personal and group learners’ behaviors, and to identify critical tasks and course sessions in a given course design. We also introduce a recently developed probabilistic Bayesian model to learn sequential behaviours of students and predict student performance. The application of our data-driven sequence-based analyses to data from learners undertaking an on-line Business Management course reveals distinct behaviors within the cohort of learners, identifying learners or groups of learners that deviate from the nominal order expected in the course. Using course grades a posteriori, we explore differences in behavior between high and low performing learners. We find that high performing learners follow the progression between weekly sessions more regularly than low performing learners, yet within each weekly session high performing learners are less tied to the nominal task order. We then model the sequences of high and low performance students using the probablistic Bayesian model and show that we can learn engagement behaviors associated with performance. We also show that the data sequence framework can be used for task-centric analysis; we identify critical junctures and differences among types of tasks within the course design. We find that non-rote learning tasks, such as interactive tasks or discussion posts, are correlated with higher performance. We discuss the application of such analytical techniques as an aid to course design, intervention, and student supervision.
Li N, Lefevre D, 2020, Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing, Research in Learning Technology, Vol: 28, Pages: 1-13, ISSN: 2156-7069
This study seeks to identify potential advantages of using holographic videoconferencing to deliver seminars within higher education as compared to the use of alternative non-holographic videoconferencing. Holographic videoconferencing offers opportunities to enhance attendees’ experience of remotely delivered seminars but has not been widely researched. Data were collected from 127 attendees attending one of three seminars, each of which featured a combination of physically present presenters and remote presenters participating via holographic videoconferencing. In this study, the holographic representations were three-dimensional and life-size. Monitors and holographic images were calibrated in a manner such that the remote presenters were able to point to and achieve eye-contact with members of the audience. Results indicate that the use of holographic videoconferencing can enhance the teaching presence of remote presenters, the engagement between participants and attendees’ enjoyment of a seminar. Almost all participants reported this to be their first experience of a holographic event and the positive results are partly explained by a sense of novelty. This suggests that the benefits of holographic videoconferencing may reduce over time. However, we argue that some benefit, resulting from an enhanced degree of teaching presence, will be sustained. The relative impact on learning gain is not explored in the current study. We believe that this would likely require a more controlled experiment in future research.
Peach R, Yaliraki S, Lefevre D, et al., 2019, Data-driven unsupervised clustering of online learner behaviour , npj Science of Learning, Vol: 4, ISSN: 2056-7936
The widespread adoption of online courses opens opportunities for analysing learner behaviour and optimising web-based learning adapted to observed usage. Here we introduce a mathematical framework for the analysis of time series of online learner engagement, which allows the identification of clusters of learners with similar online temporal behaviour directly from the raw data without prescribing a priori subjective reference behaviours. The method uses a dynamic time warping kernel to create a pairwise similarity between time series of learner actions, and combines it with an unsupervised multiscale graph clustering algorithm to identify groups of learners with similar temporal behaviour. To showcase our approach, we analyse task completion data from a cohort of learners taking an online post-graduate degree at Imperial Business School. Our analysis reveals clusters of learners with statistically distinct patterns of engagement, from distributed to massed learning, with different levels of regularity, adherence to pre-planned course structure and task completion. The approach also reveals outlier learners with highly sporadic behaviour. A posteriori comparison against student performance shows that, whereas high performing learners are spread across clusters with diverse temporal engagement, low performers are located significantly in the massed learning cluster, and our unsupervised clustering identifies low performers more accurately than common machine learning classification methods trained on temporal statistics of the data. Finally, we test the applicability of the method by analysing two additional datasets: a different cohort of the same course, and time series of different format from another university.
Lefevre DJ, cox B, 2016, Delayed instructional feedback may be more effective, but is this contrary to learners' preferences?, British Journal of Educational Technology, Vol: 48, Pages: 1357-1367, ISSN: 0007-1013
This research investigates learners' preferences for the timing of feedback provided to multiple-choice questions within technology-based instruction, hitherto an area of little empirical attention. Digital materials are undergoing a period of renewed prominence within online learning and multiple-choice questions remain a common component. There is evidence that a delay in the provision of feedback following a learner's response to multiple-choice questions leads to an increase in subsequent performance. However, the learner's perspective on delayed feedback is yet to be explored. Learner preferences are pertinent as learning designs that run contrary to preferred learning behaviours can have a negative affect on motivation and therefore engagement. During a series of formative tests, subjects were presented with a choice of viewing either immediate or delayed feedback and their choices were recorded. Over a 2-year period data were collected relating to 599 subjects. Qualitative interviews were also conducted to investigate why subjects made their choices. In this research, subjects expressed a marked preference for immediate feedback, 95.33% chose to view feedback immediately following their response to a question. The reasons for this preference are explored and the implications for learning design are considered.
Lefevre D, Cox B, 2016, Feedback in technology-based instruction: Learner preferences, BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Vol: 47, Pages: 248-256, ISSN: 0007-1013
Lefevre DJ, Wells M, Wollenschlaeger A, et al., 2015, Analysing engagement in an online management programme and implications for course design, LAK '16
Lefevre DJ, Wells M, 2013, Innovation via a Thin LMS: A middleware alternative to the traditional learning management system., 30th Ascilite Conference
Cox B, Lefevre D, Brenton H, 2007, Towards an osmotic strategy for overcoming academic attitudinal barriers to e-learning, 2nd International Conference on e-Learning (ICEL 2007), Publisher: ACADEMIC CONFERENCES LTD, Pages: 113-116
Lefevre DJ, Cox B, 2006, Do cultural schemata impact on students’ engagement with eLearning content?, CATaC 2006
Lefevre DJ, Cox B, Bourguet M-J, et al., 2005, Adaptive learning environments to overcome cultural and language barriers to learning, IADIS International Conference on Cognition and Exploratory Learning in Digital Age
Lefevre D, Hartill J, 2003, BALEAP (British Association of Lecturers in English for Academic Purposes), The use of web based corpora in developing student literacy
Lefevre D, Hartill J, 2003, Practical applications of online corpora in a science-technology context, Reading, BALEAP PIM on 'Uses of corpora in EAP', November 2003
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