Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/100598
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dc.contributor.authorDuart, Josep M-
dc.contributor.authorTamoliūnė, Giedrė-
dc.contributor.authorTeresevičienė, Margarita-
dc.contributor.authorNaujokaitienė, Justina-
dc.coverage.spatialHU-
dc.date.accessioned2019-09-19T19:06:51Z-
dc.date.available2019-09-19T19:06:51Z-
dc.date.issued2019-
dc.identifier.isbn9786155511271-
dc.identifier.otherVDU02-000060745-
dc.identifier.urihttp://www.eden-online.org/online/bruges/download/Annual_2019_Bruges_Proceedings.pdf-
dc.identifier.urihttps://www.vdu.lt/cris/bitstream/20.500.12259/100598/2/ISBN9786155511271.PG_268-274.pdf-
dc.identifier.urihttps://hdl.handle.net/20.500.12259/100598-
dc.description.abstractInterfaces between students’ participation, number of submissions to discussion forums, attendance of online lectures and students’ performance on their assignments are significant for students’ success and achievements. Teachers’ activities become more significant when delivering blended or online courses and their role changes from knowledge deliverer to learning designer. Therefore, teachers are challenged to recognize new learning behaviour models and find new ways to engage and motivate learners. Universities offering study programs in blended or online way need to recognize learners’ behaviour, know how to analyse the data, make it “understandable” to teachers and learners, and learn how to adapt course curriculum based on this data. Results of the case study conducted at Vytautas Magnus University revealed that after logging in to Moodle learning platform, students tend to spend time checking forums or course assignments rather than browsing another course content. Moreover, a significant drop-out rate was noticed after the 4th click, when 24% of students tend to quit the session. The results of this research confirm the fact that online learners’ behaviour is changing rapidly, and teachers should be aware of that, understand preferred learning patterns and develop course content based on this dataen
dc.description.sponsorshipEdukologijos tyrimų institutas-
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.description.sponsorshipŠvietimo akademija-
dc.format.extentp. 268-274-
dc.language.isoen-
dc.relation.ispartofEDEN 2019: Connecting through educational technology to produce effective learning environments: annual conference, Bruges, Belgium, 16-19 June 2019: conference proceedings / edited by Airina Volungeviciene, András Szűcs. Budapest: European distance and E-learning network, 2019-
dc.rightshttps://creativecommons.org/licenses/by/4.0/-
dc.subjectVirtual learning environmenten
dc.subjectOnline learningen
dc.subjectLearning behaviour modelsen
dc.subjectMoodle learning platformen
dc.subject.otherEdukologija / Educology (S007)-
dc.titleDisclosing learners’ behaviour and engagement into online and blended courses: case study of Vytautas Magnus Universityen
dc.typeStraipsnis recenzuojamoje užsienio tarptautinės konferencijos medžiagoje / Article in peer-reviewed foreign international conference proceedings (P1d)-
dcterms.bibliographicCitation12-
dc.date.updated2019-10-02T11:31Z-
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item.fulltextWith Fulltext-
item.grantfulltextopen-
crisitem.author.deptŠvietimo akademija-
crisitem.author.deptEdukologijos tyrimų institutas-
crisitem.author.deptEdukologijos tyrimų institutas-
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications
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