scholarly journals Students’ sense-making of personalised feedback based on learning analytics

2020 ◽  
Vol 36 (6) ◽  
pp. 15-33
Author(s):  
Lisa-Angelique Lim ◽  
Shane Dawson ◽  
Dragan Gašević ◽  
Srećko Joksimović ◽  
Anthea Fudge ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Learning Analytics ◽  
Learning Processes ◽  
Learning Goals ◽  
Sense Making ◽  
Self Regulated Learning ◽  
Technological Advances ◽  
Regulated Learning ◽  
Personalised Feedback

Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students’ sense-making of learning analytics–based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequent self-described self-regulated learning processes. Most notably, the results indicate that personalised feedback, elaborated by personal messages from course instructors, helps students refine or strengthen important forethought processes of goal-setting, as well as to reduce procrastination. The results highlight the need for instructors to increase the dialogic element in personalised feedback in order to reduce defensive reactions from students who hold to their own learning strategies. This approach may prompt reflection on the suitability of students’ current learning strategies and achievement of associated learning goals. Implications for practice or policy: Personalised feedback based on learning analytics should be informed by an understanding of students’ self-regulated learning. Instructors implementing personalised feedback should align this closely with the course curriculum. Instructors implementing personalised feedback in their courses should consider the relational element of feedback by using a positive tone. Personalised feedback can be further enhanced by increasing the dialogic element and by including more information about learning strategies.

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

scholarly journals Correlation of Learning Motivation with Self Regulated Learning at SMA Negeri 1 Tasikmalaya City

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Romy Faisal Mustofa ◽  
Alyaa Nabiila ◽  
Suharsono Suharsono
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Constructive Process ◽  
Regression Test ◽  
Regulated Learning ◽  
Biology Learning

Self regulated learning is a constructive process that is active in setting learning goals. This ability should be owned by every individual to become a successful learner. Another thing students must have in order to be successful in the process and learning outcomes is motivation. This research was conducted to investigate the correlation between motivational of biology learning with self regulated learning (SRL) in grade X MIPA 9 SMA Negeri 1 Kota Tasikmalaya. The research was carried out in April 2019. The research method used was correlation. The population of this research was all students of  X MIPA 9 as many as 30 people. Samples were taken using saturated sampling techniques so that the entire population was sampled. The research instrument used in this study was Motivated Strategies for Learning Questionnaire (MSLQ) consists of 2 parts namely motivational belief and self regulated learning strategies. The data analysis technique used was bivariate correlation regression test. Based on the results of the study can be concluded that there is a significant simultaneous correlation between motivational of biology learning and with self regulated learning (R= 0,761; R2 = 0,580). It means that the contribution from motivational of biology learning towards SRL is 58%.

scholarly journals EFL Teacher’s Perception On Using Self-Regulated Learning Strategies by Senior Grade Students

2020 ◽  
Vol 9 ◽  
Author(s):  
Zhansaya Zhetkergenova
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Classroom Activities ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Efl Students ◽  
Regulation Strategies ◽  
Teacher's Perception

Shift to autonomous learning changed roles of class actors in EFL classes. Students have learning responsibilities on their own, whereas teachers’ role is considered to be as a consulter. Thus, students need to identify their own learning goals and regulate learning process themselves. All these and other strategies are included to the self-regulation strategies. Zimmerman (1990) found out 14 SRL strategies which influence on academic achievement. However, teachers also need to promote these strategies during and out of classes and encourage EFL learners to use them in different contexts. The qualitative research investigates to what extent EFL teachers of senior grade students encourage their learners to use SRL strategies. In results, the study presents teachers’ more preferable SRL strategies for senior students to achieve academic achievement.Keywords:  EFL teachers, self-regulated learning strategies, senior grade EFL students, classroom activities.

scholarly journals Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities

2020 ◽  
Vol 12 (21) ◽  
pp. 9184 ◽  
Author(s):  
Rebeca Cerezo ◽  
Maria Esteban ◽  
Guillermo Vallejo ◽  
Miguel Sanchez-Santillan ◽  
Jose Nuñez
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Learning Processes ◽  
Tutoring System ◽  
Self Regulated Learning ◽  
Regulated Learning

Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

scholarly journals Characterizing university students’ self-regulated learning behavior using dispositional learning analytics

2019 ◽  
Author(s):  
Louise Ainscough ◽  
Richard Leung ◽  
Kay Colthorpe ◽  
Tracey Langfield
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Learning Analytics ◽  
Learning Behavior ◽  
Anatomy And Physiology ◽  
Self Regulated Learning ◽  
Learning Tasks ◽  
Regulated Learning ◽  
Meta Learning ◽  
New Strategies

Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning tasks, reported the most self-regulated learning strategies and used new strategies during semester. They also had the highest academic achievement. Compared to low self-regulated leaners, medium self-regulated learners were more engaged in the meta-learning tasks and used more learning strategies during semester, including new strategies; however, both medium and low self-regulated learners had similar levels of academic achievement. It is possible that the medium self-regulated learners represent students who were attempting to improve their learning, but had not yet found strategies that were right for them. Future evaluation of academic performance may determine whether the attempts to improve learning by medium self-regulated learners distinguishes them from low self-regulated learners in the later years of their study.

scholarly journals Relación entre tiempo de estudio, autorregulación del aprendizaje y desempeño académico en estudiantes universitarios

2016 ◽  
pp. 142-166 ◽  
Author(s):  
Dra. Martha Leticia Gaeta González ◽  
Dra. Judith Cavazos Arroyo
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equations ◽  
Learning Processes ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Structural Equations Model ◽  
The Relationship ◽  
Estudiantes Universitarios

En este trabajo se buscó evaluar en qué medida el tener un rendimiento académico alto, medio o bajo se relaciona con el tiempo dedicado al estudio, los procesos de autorregulación del aprendizaje y el desempeño académico posterior. La investigación se realizó con una muestra de 735 estudiantes universitarios (75% varones y 25% mujeres), con una edad media de 20 años (DT = 1.53). Se contrastó un modelo explicativo de relación entre las variables de estudio mediante el modelado de Ecuaciones Estructurales (SEM) multigrupo. Los resultados muestran que el modelo propuesto explica una buena parte de las relaciones entre las variables que lo integran. De manera específica, los alumnos con promedio más alto dedican más tiempo al estudio, que se asocia con una mayor percepción de capacidad para autorregular el aprendizaje así como con la utilidad percibida y un mayor uso de estrategias de autorregulación, lo cual repercute en el rendimiento académico posterior. AbstractThe objective of this work is to evaluate the importance of a high, average or low academic performance with respect to study time, self–regulated learning processes and later academic performance. The research was based on a sample of 735 university students (75% male and 25% female), with an average age of 20 years (DT = 1.53). An explanatory model of the relationship between study variables was contrasted using a multigroup structural equations model (SEM). The results show that the model proposed explains a good part of the relationships among the variables that comprise it. Generally speaking, students with an initial higher average dedicate more time to study. This is associated with a greater perception of a capacity to self–regulate learning, as well as with a perception of usefulness and a greater use of self–regulated learning strategies, which in turn affects later academic performance. Recibido: 31 de noviembre de 2015Aceptado: 24 de abril de 2016

scholarly journals Comparing crowdworkers’ and conventional knowledge workers’ self-regulated learning strategies in the workplace

2019 ◽  
Vol 6 ◽  
pp. 83-97
Author(s):  
Anoush Margaryan
Keyword(s):  
Learning Strategies ◽  
Incidental Learning ◽  
Knowledge Workers ◽  
Learning Goals ◽  
Future Research ◽  
Self Regulated Learning ◽  
Wide Range ◽  
Significant Difference ◽  
Regulated Learning ◽  
Training Professional

This paper compares the strategies used by crowdworkers and conventional knowledge workers to self-regulate their learning in the workplace. Crowdworkers are a self-employed, radically distributed workforce operating outside conventional organisational settings; they have no access to the sorts of training, professional development and incidental learning opportunities that workers in conventional workplaces typically do. The paper explores what differences there are between crowdworkers and conventional knowledge workers in terms of self-regulated learning strategies they undertake. Data were drawn from four datasets using the same survey instrument. Respondents included crowdworkers from CrowdFlower and Upwork platforms and conventional knowledge workers in the finance, education and healthcare sectors. The results show that the majority of crowdworkers and conventional knowledge workers used a wide range of SRL strategies. Among 20 strategies explored, a statistically significant difference was uncovered in the use of only one strategy. Specifically, crowdworkers were significantly less likely than the conventional workers to articulate plans of how to achieve their learning goals. The results suggest that, despite working outside organisational structures, crowdworkers are similar to conventional workers in terms of how they self-regulate their workplace learning. The paper concludes by discussing the implications of these findings and proposing directions for future research. 

scholarly journals Estrategias de aprendizaje en estudiantes de odontología de una universidad pública en Cartagena, Colombia / Learning Strategies among Dental Students from a Public University in Cartagena, Colombia

2017 ◽  
Vol 36 (76) ◽  
Author(s):  
Arlteh Sandry Hernández Álvarez ◽  
Fernán Torres Ortega ◽  
Luis Carlos Fang Mercado ◽  
Antonio José Díaz-Caballero
Keyword(s):  
Learning Strategies ◽  
Professional Training ◽  
Public University ◽  
Dental Students ◽  
Learning Goals ◽  
Use Of Self ◽  
University Professors ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Environment Control

<p><strong>ABSTRACT. </strong><strong><em>Background:</em></strong><strong> </strong>Predoctoral<strong> </strong>education requires student dedication to meet academic demands and learning goals with quality. University professors often complain that students do not regulate their learning strategies and are unable to act autonomously in their professional training. <strong><em>Purpose:</em></strong> To analyze the use of self-regulated learning in dental students at a Colombian public university. <strong><em>Methods:</em> </strong>A descriptive study was carried out using Lindner et al.’s Self-Regulatory Learning Inventory, 4.01 version. The inventory includes four training areas (executive, cognitive, motivation, and environment control) among fourth semester dental students (sophomores) of University of Cartagena in Colombia. <strong><em>Results:</em> </strong>The average use of self-regulated learning by the dental students was low. Furthermore, the analysis shows that the score in the scale (60-119) leads to a deficient level of learning (p&lt;0,05). <strong><em>Conclusions:</em> </strong>Marked weaknesses in the group of students intervened were identified who, in some cases, did not meet adequate self-regulated learning levels for their current year of study.</p><p> </p>

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