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Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform

机译：在开放教育资源支持的在线学习平台中探索与学生消失相关的学生和教师使用模式

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Online learning platforms integrating open educational resources (OERs) are increasingly adopted in secondary education as supplemental resources for teaching and learning. However, students report difficulties sustaining their engagement because of the self-paced nature of OER-supported learning environments. We noted that little attention has been paid to factors related to student perseverance and attrition in the learning environment. Little knowledge about these factors prevents discussion on how to promote OERs as pedagogical tools that complement the formal school curriculum. To address this research gap, we analyzed student- and teacher-level usage data, and demographic information. The purpose was to explore student- and teacher-level factors associated with the duration of student usage in Algebra Nation, an OER-supported online learning platform adopted in many secondary schools. The results revealed that at the student level, student engagement with video lectures, self-assessment, social tools, and additional videos relevant to solved test items significantly predicted student usage duration. At the teacher level, teachers' use of teacher resources was positively associated with student usage duration. An additional analysis of student and teacher total usage time indicated that, compared with heavy users, light and medium users were more likely to discontinue their engagement in the long term if their teachers did not use the platform. Based on our findings, we provide recommendations for promoting student engagement with OER-supported online learning in secondary education contexts.
机译：在线学习平台整合开放教育资源（OERS）越来越多地通过中学教育作为教学和学习的补充资源。然而，由于OER支持的学习环境的自我节奏性质，学生报告难以维持其参与的困难。我们注意到，在学习环境中与学生持久性和消耗有关的因素已经提出了很少的关注。关于这些因素的知识难以讨论如何将OERS作为教学工具促进，这些工具补充正式学校课程。为了解决这一研究缺口，我们分析了学生和教师级使用数据和人口统计信息。目的是探讨与代数国家的学生使用时间相关的学生和教师级因素，这是在许多中学采用的OER支持的在线学习平台。结果表明，在学生一级，学生与视频讲座，自我评估，社会工具以及与解决测试项目相关的其他视频进行接触，显着预测了学生使用持续时间。在教师水平，教师使用教师资源与学生使用期正相关。对学生和教师的额外分析总使用时间表明，与沉重用户相比，如果他们的老师没有使用该平台，光线和中等用户更有可能在长期中停止他们的参与。根据我们的调查结果，我们为在中等教育背景下促进与OER支持的在线学习促进学生参与的建议。

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