To read this content please select one of the options below:

Is learning anytime, anywhere a good strategy for success? Identifying successful spatial-temporal patterns of on-the-job and full-time students

Xu Du (National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China)
Juan Yang (National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China)
Brett Shelton (Department of Educational Technology, Boise State University, Boise, Idaho, USA)
Jui-Long Hung (Department of Educational Technology, Boise State University College of Education, Boise, Idaho, USA and National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, China)

Information Discovery and Delivery

ISSN: 2398-6247

Article publication date: 21 November 2019

Issue publication date: 21 November 2019

696

Abstract

Purpose

Online learning is well-known by its flexibility of learning anytime and anywhere. However, how behavioral patterns tied to learning anytime and anywhere influence learning outcomes are still unknown.

Design/methodology/approach

This study proposed concepts of time and location entropy to depict students’ spatial-temporal patterns. A total of 5,221 students with 1,797,677 logs, including 485 on-the-job students and 4,736 full-time students, were analyzed to depict their spatial-temporal learning patterns, including the relationships between identified patterns and students’ learning performance.

Findings

Analysis results indicate on-the-job students took more advantage of anytime, anywhere than full-time students. Students with a higher tendency for learning anytime and a lower level of learning anywhere were more likely to have better outcomes. Gender did not show consistent findings on students’ spatial-temporal patterns, but partial findings could be supported by evidence in neural science or by cultural and geographical differences.

Research limitations/implications

A more accurate approach for categorizing position and location might be considered. Some findings need more studies for further validation. Finally, future research can consider connections between other well-known performance predictors (such as financial situation, motivation, personality and major) and the type of learning patterns.

Practical implications

The findings gained from this study can help improve the understandings of students’ learning behavioral patterns and design as well as implement better online education programs.

Originality/value

This study proposed concepts of time and location entropy to identify successful spatial-temporal patterns of on-the-job and full-time students.

Keywords

Citation

Du, X., Yang, J., Shelton, B. and Hung, J.-L. (2019), "Is learning anytime, anywhere a good strategy for success? Identifying successful spatial-temporal patterns of on-the-job and full-time students", Information Discovery and Delivery, Vol. 47 No. 4, pp. 173-181. https://doi.org/10.1108/IDD-09-2019-0060

Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

Related articles