Students’ Digital Learning Behavior Using the Mandatory and Non-mandatory Platforms in an Online Learning Environment

Abstract

Student behavior in the online learning environment encompasses a variety of activities, including learning tasks and knowledge assessments supported by e-learning platforms. In this study, we investigated the behavior of 175 first-year undergraduate students enrolled in the Programming 1 course at the Faculty of Science, University of Split, during the academic year 2021/2022. The course curriculum addressed fundamental programming principles and both theoretical and practical aspects of application development utilizing Python. Instructional materials were delivered through the Moodle and CloudMap&Flash online platforms, consisting of four areas and nine instructional units. The instructional approach followed a hybrid model and was conducted between October 4, 2021, and February 20, 2022, spanning four distinct research phases. Our research aimed to elucidate students’ perceptions and engagement levels with online course activities across mandatory and non-mandatory e-learning platforms. To achieve this, we developed an original CAM model incorporating criteria to assess student behavior during learning and knowledge assessment. Our findings indicate a consistent pattern of student engagement with the e-course link, suggesting that activities on the platform are not accessed randomly by students. Moreover, we observed a notable increase in the number of course activities during the mandatory tasks of the initial phase, particularly among students in the Moodle group, compared to the non-mandatory tasks in subsequent phases. Furthermore, a heightened frequency of visits was noted during the formative and summative assessment periods.