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.

Stata, 15