Analyzing Learning Patterns and Potential Interventions in First-Year Compulsory Course at an Online University

Abstract

Online universities are becoming increasingly popular for their flexibility, especially for adult learners. However, the autonomy of online learning can lead to challenges in maintaining motivation and engagement. This study at Tokyo Online University examines the learning patterns of first-year students in a mandatory academic literacy course. It analyzes the relationship between students' learning history and grades to identify patterns of success and failure in order to develop targeted intervention strategies. The literature review discusses MOOC attrition rates, self-regulated learning strategies, and the relationship between learning patterns and academic performance. The analysis clusters students based on engagement and performance, reveals distinct patterns between successful and unsuccessful students, and highlights early course engagement as critical. The study recommends introducing information on successful study strategies during new student orientation and sending targeted messages to disengaged students.