Analytics of Learning Strategies: Role of Course Design and Delivery Modality

Autor/inn/en	Matcha, Wannisa; Gasevic, Dragan; Uzir, Nora'ayu Ahmad; Jovanovic, Jelena; Pardo, Abelardo; Lim, Lisa; Maldonado-Mahauad, Jorge; Gentili, Sheridan; Perez-Sanagustin, Mar; Tsai, Yi-Shan
Titel	Analytics of Learning Strategies: Role of Course Design and Delivery Modality
Quelle	In: Journal of Learning Analytics, 7 (2020) 2, S.45-71 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gasevic, Dragan) ORCID (Uzir, Nora'ayu Ahmad) ORCID (Maldonado-Mahauad, Jorge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Learning Analytics; Learning Strategies; Instructional Design; Delivery Systems; Learning Modalities; Generalizability Theory; Flipped Classroom; Open Education; Online Courses; Context Effect; Academic Achievement; Correlation; Self Management; Problem Solving; Computer Science Education; College Freshmen; Foreign Countries; Australia; Chile + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf; Auslieferung; Lernumgebung; Flipped classrooms; Flip teaching; Inverted teaching; Offene Erziehung; Offener Unterricht; Online course; Online-Kurs; Schulleistung; Korrelation; Selbstmanagement; Problemlösen; Computer science lessons; Informatikunterricht; Studienanfänger; Ausland; Australien
Abstract	Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies. (ERIC).
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	2022/1/01