Analytics of Learning Strategies: Role of Course Design and Delivery Modality

被引:51
作者
Matcha, Wannisa [1 ,2 ]
Gasevic, Dragan [3 ,4 ]
Uzir, Nora'ayu Ahmad [1 ,5 ]
Jovanovic, Jelena [6 ]
Pardo, Abelardo [7 ]
Lim, Lisa [7 ]
Maldonado-Mahauad, Jorge [8 ,9 ]
Gentili, Sheridan [10 ]
Perez-Sanagustin, Mar [8 ,11 ]
Tsai, Yi-Shan [1 ]
机构
[1] Univ Edinburgh, Sch Informat, 10 Crichton St, Edinburgh EH8 9AB, Midlothian, Scotland
[2] Prince Songkla Univ, Fac Commun Sci, Pattani Campus A Muang Pattani, Pattani 94000, Thailand
[3] Monash Univ, Fac Informat Technol, Melbourne, Vic 3800, Australia
[4] Univ Edinburgh, 10 Crichton St, Edinburgh EH8 9AB, Midlothian, Scotland
[5] Univ Teknol MARA, Seksyen U10, Shah Alam 40150, Selangor, Malaysia
[6] Univ Belgrade, Fac Org Sci, Jove Ilica 154, Belgrade 11000, Serbia
[7] Univ South Australia, Adelaide, SA 5000, Australia
[8] Pontificia Univ Catolica Chile, Av Vicuna Mackenna 4860, Santiago, Chile
[9] Univ Cuenca, Avda Libertador Bernardo OHiggins 390, Cuenca, Ecuador
[10] Univ South Australia, Teaching Innovat Unit, City West Campus, Adelaide, SA 5000, Australia
[11] Univ Paul Sabatier Toulouse III, Inst Rech Informat Toulouse IRIT, 118 Route Narbonne, F-31062 Toulouse, France
来源
JOURNAL OF LEARNING ANALYTICS | 2020年 / 7卷 / 02期
关键词
Learning strategies; learning tactics; data mining; self-regulated learning; modality; course design; ELEMENTARY-SCHOOL STUDENTS; INSTRUCTIONAL CONDITIONS; UNIVERSITY-STUDENTS; HIGHER-EDUCATION; TECHNOLOGY USE; TOOL-USE; PERFORMANCE; ONLINE; SCIENCE;
D O I
10.18608/jla.2020.72.3
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.
引用
收藏
页码:45 / 71
页数:27
相关论文
共 71 条
[1]  
Baker R.S., 2019, J. Educ. Data Mining, V11, P1, DOI [10.5281/ZENODO.3554745, DOI 10.5281/ZENODO.3554745]
[2]   A meta-analysis of blended learning and technology use in higher education: from the general to the applied [J].
Bernard, Robert M. ;
Borokhovski, Eugene ;
Schmid, Richard F. ;
Tamim, Rana M. ;
Abrami, Philip C. .
JOURNAL OF COMPUTING IN HIGHER EDUCATION, 2014, 26 (01) :87-122
[3]  
Biggs, 1987, STUDENT APPROACHES L
[4]   Self-Regulated Learning: Beliefs, Techniques, and Illusions [J].
Bjork, Robert A. ;
Dunlosky, John ;
Kornell, Nate .
ANNUAL REVIEW OF PSYCHOLOGY, VOL 64, 2013, 64 :417-+
[5]   Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review [J].
Broadbent, J. ;
Poon, W. L. .
INTERNET AND HIGHER EDUCATION, 2015, 27 :1-13
[6]   Comparing online and blended learner's self-regulated learning strategies and academic performance [J].
Broadbent, Jaclyn .
INTERNET AND HIGHER EDUCATION, 2017, 33 :24-32
[7]  
Byrne M., 2002, ACCOUNT EDUC, V11, P27, DOI DOI 10.1080/09639280210153254
[8]   The predominant learning approaches of medical students [J].
Chonkar, Sonali Prashant ;
Ha, Tam Cam ;
Chu, Sarah Shan Hang ;
Ng, Ada Xinhui ;
Lim, Melissa Li Shan ;
Ee, Tat Xin ;
Ng, Mor Jack ;
Tan, Kok Hian .
BMC MEDICAL EDUCATION, 2018, 18
[9]  
Clarebout G., 2013, International Handbook of meta-cognition and learning technologies, P187, DOI DOI 10.1007/978-1-4419-5546-313
[10]  
Dabbagh Nada, 2007, Contemporary Issues in Technology and Teacher Education, V7