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m Strongly disagree m Disagree m Neither agree nor disagree ™ Agree mStrongly Agree

Figure 6 m Strongly disagree m Disagree m Neither agree nor disagree ™ Agree mStrongly Agree

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In the body of the CREATE TABLE clause, the columns of the newly created table are defined. Firstly, every column in the table must have a unique name and domain name is to identify the kind of data that the column stores. Lastly, required data are to determine whether the column contains required data and prevents NULL values from appearing in the column; otherwise, NULL values are allowed.
In the body of the CREATE TABLE clause, the columns of the newly created table are defined. Firstly, every column in the table must have a unique name and domain name is to identify the kind of data that the column stores. Lastly, required data are to determine whether the column contains required data and prevents NULL values from appearing in the column; otherwise, NULL values are allowed.
Questions: Questions are used as practice activities that offer learners a chance to apply their SQL knowledge. As shown in Figure 3, the task is provided at the top of the screen, and the related database schema information is shown at the bottom; the latter includes tables, columns and sample records. The students are required to write an SQL command to complete the given task. While preparing this, they can practice by clicking on the “Open SQL-Lab” button to input their command and view the result, including any errors. If they wish to submit their final answer, they click on the “Send answer” button. Animations: Animations are used to explain the worked examples more dynamically. These animations demonstrate the execution of the SQL commands step-by-step. Students can control the flow of the animation using the navigational controls to play, stop or resume the animation. Students can also use these controls to replay important parts as often as they require (see Figure 2).
Questions: Questions are used as practice activities that offer learners a chance to apply their SQL knowledge. As shown in Figure 3, the task is provided at the top of the screen, and the related database schema information is shown at the bottom; the latter includes tables, columns and sample records. The students are required to write an SQL command to complete the given task. While preparing this, they can practice by clicking on the “Open SQL-Lab” button to input their command and view the result, including any errors. If they wish to submit their final answer, they click on the “Send answer” button. Animations: Animations are used to explain the worked examples more dynamically. These animations demonstrate the execution of the SQL commands step-by-step. Students can control the flow of the animation using the navigational controls to play, stop or resume the animation. Students can also use these controls to replay important parts as often as they require (see Figure 2).
Students in the class (you are 5th out of 20)
Students in the class (you are 5th out of 20)
™ Strongly disagree m Disagree m Neither agree nor disagree ™ Agree m Strongly Agree
™ Strongly disagree m Disagree m Neither agree nor disagree ™ Agree m Strongly Agree
u Strongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree
u Strongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree
m Strongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree Tn Figure 12, we can see a majority of the students agreed or strongly agreed that (129) the questions were a valuable learning activity type (7 = 31, 88.57%), (130) the questions helped
m Strongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree Tn Figure 12, we can see a majority of the students agreed or strongly agreed that (129) the questions were a valuable learning activity type (7 = 31, 88.57%), (130) the questions helped
mStrongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree
mStrongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree
m Strongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree See Se ee ae eh ee ee ee eee ee ee eee Se See Sy eee According to the number of the students’ positive ratings, the order (from most to least positive) of their ranking of the types of content is the animations, the examples, and then the questions. When we checked the students’ log data for their usage of these contents, we found the following. The average number of visits to various examples was 26.58 (42.19%; there were a total of 63 examples), the average number of visits to animations was 19.76 (34.67%: there were a total of 57 animations), and the average number of solved questions was 16.3( (33.27 %; there were a total of 49 questions). The questions were the least used content type, as we had expected from the subjective ratings. However, though the animations were ratec more positively than the examples by a few of the students, we found that their usage was less. To examine this situation, only the usage data of those students who reported enjoying the animations more than the examples were analyzed. According to that criterion, we founc that their average usage of the animations was greater than their average usage of the examples (see Table 1). The opposite situation was found regarding those students who more highly rated their enjoyment of the examples than the animations.
m Strongly disagree m Disagree m Neither agree nor disagree m Agree m Strongly Agree See Se ee ae eh ee ee ee eee ee ee eee Se See Sy eee According to the number of the students’ positive ratings, the order (from most to least positive) of their ranking of the types of content is the animations, the examples, and then the questions. When we checked the students’ log data for their usage of these contents, we found the following. The average number of visits to various examples was 26.58 (42.19%; there were a total of 63 examples), the average number of visits to animations was 19.76 (34.67%: there were a total of 57 animations), and the average number of solved questions was 16.3( (33.27 %; there were a total of 49 questions). The questions were the least used content type, as we had expected from the subjective ratings. However, though the animations were ratec more positively than the examples by a few of the students, we found that their usage was less. To examine this situation, only the usage data of those students who reported enjoying the animations more than the examples were analyzed. According to that criterion, we founc that their average usage of the animations was greater than their average usage of the examples (see Table 1). The opposite situation was found regarding those students who more highly rated their enjoyment of the examples than the animations.
3.2 Students’ views about the e-learning system including OLM and OSLM features 3.2.1 The students’ positive views. The students’ positive views about the e-learning system were analyzed and grouped under 11 themes: competition, understanding one’s own progress, the opportunity to practice, relative assessments, consolidation, ease of use, usefulness, fun to use while learning, seeing the course structure, appealing quality and permanency of learning (see Figure 13). [ was even more ambitious when I saw my friends ahead of me (P19).
3.2 Students’ views about the e-learning system including OLM and OSLM features 3.2.1 The students’ positive views. The students’ positive views about the e-learning system were analyzed and grouped under 11 themes: competition, understanding one’s own progress, the opportunity to practice, relative assessments, consolidation, ease of use, usefulness, fun to use while learning, seeing the course structure, appealing quality and permanency of learning (see Figure 13). [ was even more ambitious when I saw my friends ahead of me (P19).
3.2.2 The students’ negative views. It is noteworthy that the students’ negative views were much fewer in number than their positive ones. Only 11 negative views were obtained from the students about the system. When these few comments were grouped, competition, demotivation and anxiety were derived as themes (see Figure 14). The motivation of students who do not understand the topics or have difficulties in answering questions may be negatively affected. (P18)
3.2.2 The students’ negative views. It is noteworthy that the students’ negative views were much fewer in number than their positive ones. Only 11 negative views were obtained from the students about the system. When these few comments were grouped, competition, demotivation and anxiety were derived as themes (see Figure 14). The motivation of students who do not understand the topics or have difficulties in answering questions may be negatively affected. (P18)
3.2.3.1 Visual design. The most frequently (7 = 11) stated improvement suggestions about system were related to its visual design features. Several students claimed the design is too plain and that the colors should be changed (z = 10). One of them stated that the font size should be changed in addition to the color (7 = 1). Some of the students said:
3.2.3.1 Visual design. The most frequently (7 = 11) stated improvement suggestions about system were related to its visual design features. Several students claimed the design is too plain and that the colors should be changed (z = 10). One of them stated that the font size should be changed in addition to the color (7 = 1). Some of the students said:
3.2.4.1 Understanding one’s own progress. Nine students stated that they would like to use similar OSLM visualizations because it helped them to understand their own progress. Actually, most of the comments were similar to the comments about assessing one’s own progress within the students’ positive views about the e-learning system (above). One variance is that here they emphasized the importance for their improved learning performance of seeing visualized presentations of their progress in different learning management system (LMS)-related activities, especially assignments. Some of their comments were:
3.2.4.1 Understanding one’s own progress. Nine students stated that they would like to use similar OSLM visualizations because it helped them to understand their own progress. Actually, most of the comments were similar to the comments about assessing one’s own progress within the students’ positive views about the e-learning system (above). One variance is that here they emphasized the importance for their improved learning performance of seeing visualized presentations of their progress in different learning management system (LMS)-related activities, especially assignments. Some of their comments were:
Related topics:
PsychologyBlended Learning and the Use of Information Technology in EducationOpen Learner Models
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