Profiling Students ’ Approaches to Learning through Moodle Logs

This study aims to profile different groups of students obtained from Moodle logs based on their approaches to learning. Relationship between these groups and their academic performance was also investigated. The participants of the study were 62 third year undergraduate students enrolled in a Relational Database Management System course. Learning approaches of students were measured at the end of the course by the Biggs’s Revised Two Factor Study Process Questionnaire (R-SPQ-2F). Students are divided into groups according to their Moodle usage logs using the clustering analysis. Three groups of students were obtained according to the results of the analysis. These clusters are labeled based on students ’ R-SPQ-2F subscale scores. Results revealed that students mostly engaged in Moodle course got the highest deep learning scores, and the lowest surface learning scores. Their average academic performance was also higher than that of in other clusters. On the other hand non-active students in Moodle got higher surface learning and lower deep learning scores. Their average academic performance was also lower than other groups