User-centered design of adaptive support in a continuing education online course. Findings from a design-based research process.

Autor/inn/en	Teich, Katharina; Loock, Vanessa; Rummel, Nikol
Titel	User-centered design of adaptive support in a continuing education online course. Findings from a design-based research process.
Quelle	Aus: Zaphiris, Panayiotis (Hrsg.); Ioannou, Andri (Hrsg.): Learning and collaboration technologies. 11th international conference, LCT 2024, held as part of the 26th HCI international conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024. Proceedings. Part 1. Cham: Springer (2024) S. 103-123 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Lecture notes in computer science. 14722
Sprache	englisch
Dokumenttyp	gedruckt; online; Sammelwerksbeitrag
ISBN	978-3-031-61671-6; 978-3-031-61672-3
DOI	10.1007/978-3-031-61672-3_8
Schlagwörter	Lernumgebung; Selbst gesteuertes Lernen; Zeitmanagement; Online-Kurs; Unterstützung; Online; Online-Angebot
Abstract	Online courses in continuing education often entail a self-paced format, resulting in high levels of autonomy for adult learners. This autonomy, however, requires learners to self-regulate their learning process. Research has shown that self-regulated learning (SRL) in online courses can be challenging, and support might therefore be needed. While there is evidence that adaptive support systems can improve students' SRL in formal school and higher education settings, little is known about adaptive SRL support in continuing education online courses. The present paper addresses this research gap applying a design-based research approach. First, we re-analyzed an existing dataset that comprises survey data of 60 adult learners from four course iterations and matched survey measures on learning processes with learners' perceptions of their SRL strategy use. The analyses revealed that adult learners especially struggled with structuring their learning environment and managing learning time. Based on these findings, adaptive support features were iteratively designed to address the identified challenges. We developed a course overview, an adaptive learning-time display, and adaptive highlighting of recommended content. Second, we investigated learners' perceptions of the design and functionality of these features by means of interactive co-design sessions. Finally, initial usability testing with students was conducted. (übernommen).
Erfasst von	Externer Selbsteintrag
Update	2025/2