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Correlation between the Practical Aspect of the Course and the E-Learning Progress

1
Department of Social Sciences, Peter the Great St. Petersburg Polytechnic University (SPbPU), Saint-Petersburg 195251, Russia
2
Graduate School of Applied Linguistics, Interpreting and Translation, Peter the Great St. Petersburg Polytechnic University (SPbPU), Saint-Petersburg 195251, Russia
*
Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(3), 167; https://doi.org/10.3390/educsci9030167
Received: 30 May 2019 / Revised: 26 June 2019 / Accepted: 27 June 2019 / Published: 30 June 2019
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Abstract

The aim of the study was to analyze the correlation between the students’ involvement and their progress within the online component of the blended learning model during the theoretical and practical courses. The authors have applied data mining Moodle from learning portfolios of 1500 students (N = 1500). Comparative analysis of the courses under review showed significant differences in the behavior of the same students. For the theoretical course students spent less time than for a practice-oriented one. Students’ progress in the form of points and demand for non-binding elements of the course differed significantly in favor of the practical course. Based on the data obtained, the authors concluded that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. Thus, the predominance of the online component in blended learning is appropriate for practical courses. Within the theoretical and general education courses, the predominance of face-to-face learning can positively affect the educational process and results of learning. View Full-Text
Keywords: e-learning; student’s behavior; student performance; blended learning e-learning; student’s behavior; student performance; blended learning
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Bylieva, D.; Lobatyuk, V.; Safonova, A.; Rubtsova, A. Correlation between the Practical Aspect of the Course and the E-Learning Progress. Educ. Sci. 2019, 9, 167.

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