Information Technology Reference
In-Depth Information
Sources
0
-0.5
-1
0
100
200
300
400
500
600
700
800
900
1000
0
-0.5
-1
0
100
200
300
400
500
600
700
800
900
1000
1
-1
0
100
200
300
400
500
600
700
800
900
1000
0.5
0
-0.5
0
100
200
300
400
500
600
700
800
900
1000
- 0
-10
0
100
200
300
400
500
600
700
800
900
1000
0.5
0
-0.5
0
100
200
300
400
500
600
700
800
900
1000
0.5
0
-0.5
0
100
200
300
400
500
600
700
800
900
1000
0.5
0
-0.5
0
100
200
300
400
500
600
700
800
900
1000
0.5
0
-0.5
0
100
200
300
400
500
600
700
800
900
1000
0.5
-0. 0
0
100
200
300
400
500
600
700
800
900
1000
0.5
-0. 0
0
100
200
300
400
500
600
700
800
900
1000
0.5
0
-0.5
0
100
200
300
400
500
600
700
800
900
1000
Fig. 7.7
Sources calculated by the Mixca algorithm for the data of the graduate courses with
grades
Table 7.4
ICA mixing matrix
LSD a
Sorted web activity contribution
2
Chat
Forum
News
Email
Access
Exercises
1
0.82283
0.30755
0.16476
0.14756
0.14231
Wg-doc b
4
Email
Content
Exercises
Forum
Chat
1
0.34189
0.32297
0.28768
0.22548
0.20078
3
Wg-doc
News
Achieve
Content
Chat
Email
1
0.80531
0.4122
0.39987
0.39421
0.31666
5'
Achieve
Content
Agenda
Access
Forum
News
1
0.45124
0.2117
0.21116
0.20087
0.18239
5
Access
Agenda
Content
Achieve
Email
Chat
1
0.95776
0.85549
0.7143
0.5832
0.49774
a
Learning style dimension
b
Workgroup documents
emphasis of educational strategies did not favour highlighting that dimension. The
relationship between learning style dimensions and web activities can be made
using Table 7.4 . Table 7.5 shows the association detected by ICA between
learning styles and web activities (we have added a possible web activity com-
bination for learning dimension 1).
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