Teacher usage behaviors within an online open educational resource repository

Jennifer Sabourin, Lucy Kosturko, Scott W. McQuiggan
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引用次数: 2

Abstract

With instructional methods such as MOOCs and flipped classrooms rapidly gaining popularity and school budget cuts becoming more prevalent across the nation, increasing the usability of Open Educational Resources (OER) is highly relevant for today's educators. Although several OER databases exist providing access to hundreds of thousands of resources, navigating these spaces, evaluating resources, and integrating them within classroom instruction has proven less than efficient. The present research explores learning analytics for understanding real-world interaction patterns with SAS® Curriculum Pathways®, which has over 120,000 active teacher users and over 1,300 freely available resources across multiple disciplines. In this preliminary investigation, users are clustered based on overall usage patterns. Patterns of resource interaction are then identified using association analysis. Results of this exploratory investigation provide insight into how users interact with large OER databases and introduce many avenues for continued investigation.
在线开放教育资源库中的教师使用行为
随着mooc和翻转课堂等教学方法迅速普及,学校预算削减在全国范围内变得更加普遍,提高开放教育资源(OER)的可用性对当今的教育工作者来说是高度相关的。尽管存在几个OER数据库,提供了对数十万资源的访问,但在这些空间中导航、评估资源并将它们整合到课堂教学中已被证明效率不高。目前的研究探索了学习分析,以理解与SAS®课程路径®的现实世界的互动模式,它有超过120,000名活跃的教师用户和1,300多个学科的免费资源。在这个初步调查中,用户是根据总体使用模式聚类的。然后使用关联分析确定资源交互的模式。这项探索性调查的结果提供了用户如何与大型OER数据库交互的见解,并为继续调查介绍了许多途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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