Know Thy Student! Combining Learning Analytics and Critical Reflections to Increase Understanding of Students' Self-Regulated Learning in an Authentic Setting

Autor/inn/en	Colthorpe, Kay; Zimbardi, Kirsten; Ainscough, Louise; Anderson, Stephen
Titel	Know Thy Student! Combining Learning Analytics and Critical Reflections to Increase Understanding of Students' Self-Regulated Learning in an Authentic Setting
Quelle	In: Journal of Learning Analytics, 2 (2015) 1, S.134-155 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Data Analysis; Data Collection; Educational Research; Self Control; Independent Study; Medical Students; Allied Health Occupations Education; Intervention; Learning Processes; Learning Strategies; Reflection; Academic Achievement; Access to Information; Instructional Materials; Lecture Method; Audio Equipment; Predictor Variables; Foreign Countries; Correlation; Qualitative Research; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Auswertung; Data capture; Datensammlung; Bildungsforschung; Pädagogische Forschung; Selbstbeherrschung; Selbststudium; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Audio-CD; Prädiktor; Ausland; Korrelation; Qualitative Forschung; Statistische Analyse; Australien
Abstract	It is well established that a student's capacity to regulate his or her own learning is a key determinant of academic success, suggesting that interventions targeting improvements in self-regulation will have a positive impact on academic performance. However, to evaluate the success of such interventions, the self-regulatory characteristics of students need to be established. This paper examines the self-regulatory characteristics of a cohort of second-year allied health students, using the evaluation of responses to "meta-learning" assessment tasks supported by access data from the learning management system. Students primarily report using learning strategies from the performance and self-reflection phases. Although few reported using forethought strategies, access to preparatory course materials suggests that these were under-reported. Students who reported reviewing lectures as a learning strategy were more likely to access the online lecture recordings; however, higher access was associated with poorer academic performance. Cluster analysis of all available data showed high academic performance was positively associated with early submission of intra-semester assessment tasks but negatively associated with both use of, and reported of use of lecture recordings by students. These findings suggest that early submission of intra-semester assessment may be useful as a predictor of academic achievement. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01