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Title:
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A SEQUENTIAL ANALYSIS OF TEACHING BEHAVIORS
TOWARD THE USE OF BLACKBOARD LEARNING
MANAGEMENT SYSTEM |
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Author(s):
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Yu-Hang Li, Chien-Yuan Su and Yue Hu |
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ISBN:
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978-989-8533-88-3 |
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Editors:
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Miguel Baptista Nunes and Pedro Isaias |
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Year:
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2019 |
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Edition:
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Single |
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Keywords:
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Teacher Behavior, Learning Management System, Sequential Analysis |
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Type:
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Full Paper |
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First Page:
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19 |
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Last Page:
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25 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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In the era of online learning, Learning Management Systems (LMSs) such as Blackboard and Moodle offer a great
variety of functions to facilitate teaching and learning and are widely used in the context of higher education. Most
previous studies using data mining have focused on exploring student behavior patterns toward using LMSs, but seldom
address the behavior patterns of teachers. The main purpose of this study is to utilize frequency and sequential analyses to
investigate the behavioral patterns of university teachers toward using Blackboard. The operational behaviors of 268
teachers at Zhejiang University were extracted from the Blackboard platform for the period from August 2018 to January
2019 and further classified into five types: (1) course and content; (2) assignment; (3) communication and collaboration;
(4) assessment; and (5) administration, according to the study from Dabbagh (2005). Frequency analysis results indicated
that the most frequently observed teacher operational behavior was course and content, followed by assessment and then
administration. In addition, sequential analysis results showed that most teachers are willing to use communication and
collaboration and assignment after using course and content. We further compared these two sets of data and found that
communication and collaboration were the most frequently used functions besides course and content. Almost all of the
teachers only expressed the individual assessment behavior without combining other behaviors despite assessment
appearing at a higher usage frequency. In contrast, communication and collaboration and assignment showed a lower
frequency of usage, but there was a higher frequency of use either before or after using course and content. Results from
this study have practical implications for educators and researchers in order to clearly understand university teacher
behavior regarding the use of Blackboard. |
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