A Multi-Modal Study into Students' Timing and Learning Regulation: Time Is Ticking

Autor/inn/en	Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan
Titel	A Multi-Modal Study into Students' Timing and Learning Regulation: Time Is Ticking
Quelle	In: Interactive Technology and Smart Education, 15 (2018) 4, S.298-313 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-5659
DOI	10.1108/ITSE-02-2018-0015
Schlagwörter	Time Factors (Learning); Learning Processes; Blended Learning; College Freshmen; College Mathematics; Introductory Courses; Foreign Countries; Student Motivation; Self Determination; Learner Engagement; Psychological Patterns; Student Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Studienanfänger; Einführungskurs; Ausland; Schulische Motivation; Selbstbestimmung; Schülerverhalten; Niederlande
Abstract	Purpose: This empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes. Design/methodology/approach: Using a showcase based on 1,027 students' learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories. Findings: The authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects. Research limitations/implications Due to the blended design, there is a strong asymmetry between what one can observe on learning in both modes. Practical implications: This study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode. Originality/value: The paper presents an application of embodied motivation in the context of blended learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01