1. From Industrial-Age to
Information-Age Learning Environments
Danny Glick, Digital Learning Lab, School of Education, UC Irvine
Background
• National laptop and tablet projects are being rolled out in school
systems all over the world (Trucano, 2013).
• The proportion of academic leaders who report that technology-
enhanced learning is critical to their institution’s long term strategy
has grown from 48.8% in 2002 to 70.8% in 2015 (Allan and Seaman, 2015).
1) Schools are facing challenges in carrying out a large-scale
implementation of technology-enhanced programs (e.g. LosAngeles
Unified School District’s iPad project,Turkey’s national tablet project).
2) 21st-century technology-enhanced learning cannot fully flower when
embedded in rigid 19th-century, Industrial-Age school culture.
• Three distinct classes emerge: High Achievers, Misplaced, and
Dropouts.
• 0.56 of the population is estimated to be in Class 1 (HighAchievers).
Given an individual is in Class 1, there is a probability of 0.79 that
they have an average score above the mean.This finding suggests
that those in Class 1 who worked consistently, achieved high scores.
• Those in Class 1 (High Achievers) and 2 (Misplaced) are likely to
have an average score above the mean, though they spend
different amounts of time using the software.
• Given an individual is in Class 2 (Misplaced), there is a probability of
0.74 that they have an average score above the mean, though the
spend little time using the software.
• Class 3 (Dropouts), which tends to average a test score of 0, tends
to take only one course and spend little time using the software.
Information-Age
Learning Environments
Industrial-Age
Learning Environments
Adaptive Any Path, Any
Pace
One-Size-Fits-AllCurriculum
AnyTime,Any PlaceRigidSchedule
Full, UnlimitedAccessLimitedAccessResources
Automated, Assessment-
for-Learning,
Process-Driven
Human, Assessment-of-
Learning,
Product-Driven
Assessment
Guide-on-the-SideSage-on-the-StageRole of the
Teacher
Need-to-HaveNice-to-HaveRole of
Technology
Methods Results: Probability Plot
Statement of the Problem
Purpose of this Study
To explore how Information-Age learning environments affect learning
processes and outcomes
Research Questions
Context:
8,769 undergraduate Chilean students taking blended EFL (English as a
Foreign Language) courses spanning from 2012 through 2016.The
courses combined 2 hours a week of face-to-face instruction with a
personal any time, any place, any pace, any path online course.
Data:
• Number of Logins
• Averages CourseCompletion
• AverageTest Score
• Average Session Duration
• Number of CoursesTaken
Data Analysis:
Latent Class Analysis (LCA) was used to identify common patterns
among the variables and classify the unit of analysis into smaller,
relatively homogenous groups.
Segmentation ofVariables:
• Two variables (Average Number of Sessions per Course and
Average Number of Minutes per Course) were split into three
categories by using the tertile (T) score of each variable:
1) 0-33% 2) 34%-66% 3) 67%-100%
• AverageTest Score was split into three categories:
1) 0 2) Above the mean 3) Below the mean
• Number of CoursesTaken was split into two categories:
1) One course 2)Two or more courses
Theoretical Framework
RQ1:What usage patterns and clusters emerge across courses when
mining students’ data related to online learning activities?
RQ2:Which clusters are associated with more effective learning
outcomes?
RQ3: What usage patterns are associated with dropouts, first-time
online learners, and more experienced online learners?
Results: Emerged Classes
DropoutsMisplacedHigh
Achievers
Variable
0.93250.6740.0363T1 = [1,10]Average
Number of
Sessions per
Course
0.06260.29090.387T2 = (10,21]
0.00490.03510.5767
T3 = (21,507]
0.92490.67490.0263T1 = [0,496]Average
Number of
Minutes per
Course
0.05810.23510.4283T2 = (496,1111]
0.0170.08990.5454
T3 = (1111,42748]
0.844200.00890AverageTest
Score 0.15580.25520.1965(0,79]
00.74480.7946(79,100]
0.99730.44910.6971Number of
CoursesTaken
0.00270.55090.303
2 or more
0.07930.3590.5618Estimated Mixing Portion
Discussion