Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, Oct 28-30, 2016).

Autor/inn/en	Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan
Titel	Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, Oct 28-30, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Technology Uses in Education; Statistical Analysis; Correlation; Foreign Countries; Tutorial Programs; Tutors; Cultural Differences; Electronic Learning; Blended Learning; Feedback (Response); Higher Education; Cultural Traits; Cultural Background; Undergraduate Students; Netherlands + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Korrelation; Ausland; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor; Kultureller Unterschied; Hochschulbildung; Hochschulsystem; Hochschulwesen; Niederlande
Abstract	In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and metacognitive regulation strategies, motivation and engagement variables, and learning emotions as proximal antecedents of tool use and tool performance. We find that cultural diversity explains a substantial part of the variation in learning dispositions and tool use. The design of personalized learning paths will, therefore, profit from including national cultural dimensions as a relevant design factor. [For full proceedings, see ED571332.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01