Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction
A Mixed Methods Study
Dados Bibliográficos
| ID | 22044589 |
|---|---|
| Autores | Dimitrios Tzimas (0000-0001-6146-4560, Aristotle University of Thessaloniki, autor correspondente), Stavros Demetriadis (0000-0002-1561-6372, Aristotle University of Thessaloniki), Stavros N Demetriadis (Aristotle University of Thessaloniki) |
| Ano | 2024 |
| Volume | 14 |
| Fascículo | 1 |
| Páginas | 92 |
| Data de publicação | 2024-01-15 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14010092 |
| OpenAlex | W4390877680 |
| Idioma | EN |
| Citações recebidas | 13 |
| Referências citadas | 35 |
Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teachers and students. The research goal is to investigate whether the minimal and strong guidance provided by the LA learning approach has the same impact on student outcomes. The research questions are as follows “Does the LA-based minimal and strong guidance learning approach have the same impact on student performance and SRL skills? What are the students’ learning perceptions and satisfaction under LA-based guidance?” A mixed methods study was conducted at a university in which LA-based strong guidance was applied to the experimental group and minimal guidance was given to the control group. When strong guidance was applied, the results indicated increased final grades and SRL skills (metacognitive activities, time management, persistence, and help seeking). Furthermore, student satisfaction was high with LA-based guidance. Future research could adapt our study to nonformal education to provide nuanced insights into student outcomes and teachers’ perceptions
Analytics · Cognition · Data science · Knowledge management · Learning analytics · Mathematics education · Medical education · Metacognition · Perception · Self-regulated learning · Time management · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
Teacher- and student-related factors supporting primary school students' self-regulated learning
An Ethnographic Study on Teachers’ Acceptance and Resistance Attitudes to Adopting Learning Analytics
Self-Regulated Learning in Science Classes with a Discovery Learning Environment and Collaborative Discovery Learning Environment
Willingness to Allow Educational Data Use for Learning Analytics in Higher Education
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Optimising Data Analytics to Enhance Postgraduate Student Academic Achievement
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A meta-analysis on the effect of learning analytics interventions on students’ academic performance
K-12 Teachers’ Acceptance and Resistance Perceptions of Learning Analytics Adoption
Developing self-regulated artificial intelligence learning (SRAIL) Student Attitudes Scale
Leveraging human pose estimation for diagnostic feedback
Exploring the Analytics Readiness Among Students in Kumasi Technical University, Ghana
The Oxford Handbook of Metamemory
Handbook of Learning Analytics
Some guidance on conducting and reporting qualitative studies
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The role of self-regulated learning in students' success in flipped undergraduate math courses
The current landscape of learning analytics in higher education
A social cognitive view of self-regulated academic learning.
Learning analytics to unveil learning strategies in a flipped classroom
Self-Regulated Learning
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Ethical issues in learning analytics
The engagement of university teachers with predictive learning analytics
Designing for student-facing learning analytics
Let’s not forget
| Obras citantes distintas | 13 |
|---|---|
| Citações por ano | 6,5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 13 |