Supplementary data for study: Understanding the Relation Between Study Behaviors and Educational Design (Study 4 and 5)

Important learning happens outside organized lectures and labs, but much of the interaction between these educational design constructs and the study behavior of computing students is unknown. This data is part of a PhD project and relates to Studies 4 and 5. In these studies we follow a group of computing students through their year semester in order to explore these dependencies. Through weekly reports, students tracked their study behaviors. An exploratory cluster analysis was performed, mapping the students' organization, independent study, planning and priorities, time engagement, and use of different study environments. By comparing these aspects of student behavior to design parameters at both the program and course levels we get a holistic understanding of the student-driven learning environment. The results of this analysis confirm that there are close relationships between the educational design and when, where, and how students study.

有意义的学习往往发生在正式授课与实验教学之外，但目前学界对这类教育设计要素与计算机专业学生学习行为之间的多数互动机制仍未被探明。本数据集源自一项博士研究项目，对应其中的第4项与第5项子研究。在这两项子研究中，我们追踪了一组计算机专业学生的完整学年学习历程，以探究二者间的依存关联。研究期间，学生通过每周提交的学习日志记录自身的学习行为。研究团队开展了探索性聚类分析（exploratory cluster analysis），以此刻画学生在学习规划与组织、自主学习、优先级管理、时间投入及不同学习环境使用等维度的行为特征。通过将学生行为的上述维度与培养方案及课程层面的教育设计参数进行比对，我们得以全面认知以学生为主体的学习环境全貌。本次分析结果证实，教育设计与学生学习的时间、地点及方式之间存在显著关联。