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Based on the results, the final discussion includes recommendations for further study and meaningfulness in regards to extending the Learning Analytics for Performance and Action (LAPA) model.log variables, time management, online learning, structural equation model Advances in Internet technology have enabled the storage of large quantities of data, which can be utilized for educational purposes.These students are considered non-traditional students. As nontraditional students continue to increase, the response from the academic community is to provide a variety of learning opportunities and diverse "mission statements" based on the type of university campus.Online education as well as distance learning has grown substantially in higher education (Miller and Lu, 2003).Ewha Womans University Korea, Republic of Yeonjeong Park is Research Professor in the Department of Educational Technology at the Ewha Womans University, South Korea. She has published several articles on social theories of learning, educational data mining, and emerging technologies in education and training. in Instructional Design and Technology at the Virginia Tech in the USA, she worked as HR Strategic Consultant in Samsung SDS.Accordingly, much of the previous literature has sought to identify patterns in this data (Baker & Yacef, 2009; Elias, 2011; Macfadyen & Dawson, 2010; Romero, Ventura, & García, 2008).

The need for research on this rapidly growing population of students is gaining attention and researchers are now suggesting that research on college student development should focus attention on the nontraditional students in higher education; older students, students of color, and students who attend part-time while working (Evelyn, 2002; Graham & Donaldson, 1999).The results presented a criterion validity of online log variables to estimate the students’ time management.The structural model, including the online variable TSEM, and final score, with a moderate fit, indicated that learners’ online behavior related to time mediates their psychological functions and their learning outcomes.This process of social adjustment and campus appraisal is then reflected in the academic success or failure of the student (Lee, Keough, & Sexton, 2002).Graham & Donaldson stated in 1999 that the population of "new learners," adult students, currently make up about 40 to 45% of the students enrolled as undergraduates.

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