Detecting Learning Strategies with Analytics: Links with Self-Reported Measures and Academic Performance

Autor/inn/en	Gaševic, Dragan; Jovanovic, Jelena; Pardo, Abelardo; Dawson, Shane
Titel	Detecting Learning Strategies with Analytics: Links with Self-Reported Measures and Academic Performance
Quelle	In: Journal of Learning Analytics, 4 (2017) 2, S.113-128 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Foreign Countries; Undergraduate Students; Engineering Education; Educational Research; Data Collection; Data Analysis; Learning Strategies; Correlation; Blended Learning; Data Interpretation; Self Evaluation (Individuals); Effect Size; Academic Achievement; Questionnaires; Integrated Learning Systems; Multivariate Analysis; Formative Evaluation; Summative Evaluation; Australia; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Ingenieurausbildung; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Data evaluation; Datenauswertung; Schulleistung; Fragebogen; Multivariate Analyse; Australien
Abstract	The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper focuses on the link between the learning strategies identified in the trace data and student reported approaches to learning. The paper reports on the findings of a study conducted in the scope of an undergraduate engineering course (N = 144) that followed a flipped classroom design. The study found that learning strategies extracted from trace data can be interpreted in terms of deep and surface approaches to learning. The detected significant links with self-report measures are with small effect sizes for both the overall deep approach to learning scale and the deep strategy scale. However, there was no observed significance linking the surface approach to learning and surface strategy nor were there significant associations with motivation scales of approaches to learning. The significant effects on academic performance were found, and consistent with the literature that used self-report instruments showing that students who followed a deep approach to learning had a significantly higher performance. (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