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. Los Angeles 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 (High Achievers). 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

Any Time, Any PlaceRigidSchedule

Full, Unlimited Access Limited AccessResources

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 Course Completion • Average Test Score• Average Session Duration• Number of Courses TakenData 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 of Variables: • 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%• Average Test Score was split into three categories:

1) 0 2) Above the mean 3) Below the mean• Number of Courses Taken 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]

0.00490.03510.5767T3 = (21,507]

0.92490.67490.0263T1 = [0,496]Average

Number of

Minutes per

Course

0.05810.23510.4283T2 = (496,1111]

0.0170.08990.5454T3 = (1111,42748]

0.844200.00890Average Test

Score 0.15580.25520.1965(0,79]

00.74480.7946(79,100]

0.99730.44910.6971Number of

Courses Taken0.00270.55090.303

2 or more

0.07930.3590.5618Estimated Mixing Portion

Discussion