The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules
作者：
Highlights：
• Pedagogically informed learning designs (LD) are increasingly of interest.
• Few empirical studies have connected LD with behaviour, satisfaction and retention.
• Using regression analyses we linked LDs of 151 modules and 111 K students.
• LD has strong impact on behaviour, satisfaction, and performance.
• Primary predictor for academic retention was communication activities.
摘要
•Pedagogically informed learning designs (LD) are increasingly of interest.•Few empirical studies have connected LD with behaviour, satisfaction and retention.•Using regression analyses we linked LDs of 151 modules and 111 K students.•LD has strong impact on behaviour, satisfaction, and performance.•Primary predictor for academic retention was communication activities.
论文关键词：Learning design,Learning analytics,Academic retention,Learner satisfaction,Virtual learning environment
论文评审过程：Received 29 November 2015, Revised 17 February 2016, Accepted 18 February 2016, Available online 1 March 2016, Version of Record 1 March 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.02.074
