Analysis And Modeling Of E-Learning Behavior

E-Learning behavior study, as an important component of e-Learning research, provides theoretical support for evaluating learning style and learning performance of learners. This study has proved to be essential to the design of the adaptive e-Iearning platform and learning resources.This dissertation concentrates on the analysis and modeling of e-Learning behavior. Combining with theories of psychology and behavioral science, the author makes researches on problems correlated with theories and practice from the aspects of e-Learning behavior connotation, influential factors and modeling of e-Learning behavior, etc. The main contents of dissertation are the following:(1) Based on the analysis of classical theories and models relating to the behavior of several most influential schools of psychology and behavioral science, combining the actual circumstances of e-Learning, the dissertation articulates that the "Individual traits-Environment-Behavior" triadic reciprocal determinism model of the social cognitive theory proposed by Bandura conforms to the occurrence and evolution of e-Learning behavior best, also explains the revelations that the classical behavioral theories of psychology and behavioral science bring to the study of the e-Iearning behavior, pointing out that the view of bounded rationality of human beings gives the learning research a new perspective, defines the connotation and component factors of e-Learning behavior, giving a systematic summary of individual traits and environmental factors that have influence on e-Learning behavior.(2) Observational experiments and questionnaire on e-Learning behavior are designed and implemented, and the results are analyzed consequently. This dissertation places emphasis on the systematic study on e-Learning problem behavior—to which, in the existing literature, are not paid much attention even though e-Learning problem behavior exerts considerable influence on learning performance—including its connotation, representation, causative factors and modification methods, etc. According to the observation and the survey, the analysis of causes of leading to passive emotions in e-Learning, the influence and adjustment are made deeply. The key reasons for the learning motivations fail to stimulate the active learning behavior are proposed and demonstrated, one is for the failure to building the relevance between the motivation and the active learning behavior, another for the lack of self efficacy. The researches indicated above are necessarily important not only for improving e-Learning behavior of learners but also for the construction of effective e-learning platform and learning resources.(3) Following on the investigation of connotation and classification of learning, the author puts forth a classificatory model of learning behavior—OCCP model and submits one kind of parametric descriptive method of learning behavior. On the basis of the classification of learning behavior, a three dimensional model of e-Learning behavior—S-F-T model is presented by further study, which lays a significant semantics foundation for the establishment of the information model of e-Learning behavior.(4) A conceptual model of e-learning behavior system is constructed in which important factors and relationships among these factors are considered. The conceptual model is described by conceptual maps.(5) With the purpose of improving the shareability and interoperability of the behavior information, the data integration scheme of e-learning behavior is studied and the information model of e-Learning behavior is established, and models’ XML binding is realized. At last, the author works out a verification proto-system, illustrating the reliazation of the e-Learning behavior, and the implementation of the algorithms for the behavior analysis. As a result, the worth and validity of the model are verified initially.The main innovations of this dissertation are the following:(1)Based on the deeply study on the connotation of the learning behavior, Proposing a classificatory model of learning behavior—OCCP model and the three dimensional classificatory model of e-Learning behavior—S-F-T model. These two types of models are the foundation to describe the sequence of learning behavior, in the form of abstract and formulization.(2) Designing and implementing the observational experiments of e-Learning behavior, giving a systematic study of the representations and influential factors of e-Learning problem behavior, proposing the systematic plan for the improvement and the modification, including such studies as the influences on learners behavior and the adjustment methods of the passive emotions, the new explanation for why the learning motivations of learners fail to stimulate the active learning behavior.(3) Building up the conceptual model and the information model of e-Learning behavior, realizing the models’ XML binding and testifying the value and validity of the model initially.