Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom

2018 ◽  
Vol 14 (3) ◽  
pp. 91-107 ◽  
Author(s):  
João Carlos Sedraz Silva ◽  
Erik Zambom ◽  
Rodrigo Lins Rodrigues ◽  
Jorge Luis Cavalcanti Ramos ◽  
Fernando da Fonseca de Souza
Keyword(s):  
Learning Analytics ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Self Regulation ◽  
Control Group ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Flipped Classrooms ◽  
Experimental Group

The present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom model. The students were divided into two groups: an experimental group (N = 51) and a control group (N = 45). After each learning unit, while the control group did not have access to any learning analytics resources, students from the experimental group received a bulletin with feedback to support Self-Regulated Learning. The levels of student self-regulation were measured through questionnaires at the beginning and the end of the course. The analysis of the collected data revealed that the bulletin promoted significant effects in self-regulated learning in the experimental group, stimulating the self-reflection and colleague's support search for clarifying doubts. These results demonstrate that learning analytics can be used to promote self-regulated learning in flipped classrooms, helping students identify strategies that can increase their academic performance.

scholarly journals ENHANCING LIFELONG LEARNING AWARENESS IN THE FACULTY OF ENGINEERING AT MCGILL UNIVERSITY

2018 ◽  
Author(s):  
Maria Orjuela-Laverde ◽  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Lifelong Learning ◽  
Engineering Students ◽  
Self Regulation ◽  
Assessment Method ◽  
Self Reflection ◽  
Systematic Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mcgill University ◽  
Definition Of

 Abstract – The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students.

scholarly journals Implementing a self-regulated WebQuest learning system for Chinese elementary schools

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Hsien-Sheng Hsiao ◽  
Chung-Chieh Tsai ◽  
Chien-Yu Lin ◽  
Chih-Cheng Lin
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Self Regulation ◽  
Sixth Graders ◽  
Learning System ◽  
The Self ◽  
Control Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Experimental Group

<span>The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist learners in employing WebQuest learning in a self-regulated learning pattern as well as to give teachers opportunities to monitor and assist students' performance. The participants in the study are sixth graders of an elementary school in Taipei County, Taiwan. The experimental group and the control group are composed of three classes respectively. The current study investigates the correlation between students' self-regulated behavior and their achievement when using WebQuest learning through the self-regulated learning assisted functions and traditional WebQuest learning. In addition, learners' self-regulated behavior is observed and analysed based on the system records as well as their behaviour in the learning process.</span>

scholarly journals The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self– Regulated learning skills of university students

2017 ◽  
Vol 6 (3) ◽  
pp. 144
Author(s):  
Hala El-Senousy ◽  
Jumana Alquda
Keyword(s):  
Flipped Classroom ◽  
Control Group ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
Experimental Group

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students’ achievement and self-regulated learning skills (SRLS) for 60 students enrolled in Comp101N course. The findings revealed a significant difference in both the mean of achievement test scores and SRLS scale of experimental group students and control group students in favor of the experimental group. A similar difference was found in the pre- and post-test achievement scores of experimental group students in favor of the post-test. The study recommended wider use of the FCRS in higher education and for post-graduate students.

scholarly journals Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review

2020 ◽  
Vol 10 (11) ◽  
pp. 848-853
Author(s):  
Rasheed Abubakar Rasheed ◽  
◽  
Amirrudin Kamsin ◽  
Nor Aniza Abdullah ◽  
Habeebah Adamu Kakudi ◽  
...  
Keyword(s):  
Help Seeking ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Future Research ◽  
Online Help ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Flipped Classrooms ◽  
Regulation Strategies

The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms.

The Effect of the Metacognitive Support via Pedagogical Agent on Self-Regulation Skills

2017 ◽  
Vol 56 (2) ◽  
pp. 159-180 ◽  
Author(s):  
Fatma Gizem Karaoğlan Yılmaz ◽  
Yusuf Ziya Olpak ◽  
Ramazan Yılmaz
Keyword(s):  
Experimental Design ◽  
Educational System ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Control Group ◽  
Pedagogical Agent ◽  
Self Regulated Learning ◽  
The Impact ◽  
Experimental Group ◽  
Online Process

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today’s educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC model can be successfully completed. It is believed that the metacognitive support (MS) provided by the pedagogical agent during the online process of the FC model will contribute to the development of self-regulation skills of the students. The purpose of this research is to examine the impact of MS via pedagogical agent in the FC model on students’ self-regulation skills.The research was carried out according to experimental design, and the participants of the research consist of 102 university students. The data of the study were collected using self-regulated learning scale. As a result of the research, it was seen that the students of the experimental group who were provided MS with the pedagogic agent were found to have a statistically significant higher level of self-regulation skills than the control group students who were not provided with MS. Several suggestions have been made for the use of pedagogical agent-assisted MS in the design of FC courses.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2015 ◽  
pp. 1189-1214
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

The Promotion of Self-Regulated Learning Through Peer Feedback in Initial Teacher Education

2020 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Elena Cano García ◽  
Laura Pons-Seguí
Keyword(s):  
Teacher Education ◽  
Help Seeking ◽  
Self Regulation ◽  
Peer Feedback ◽  
Task Value ◽  
Initial Teacher Education ◽  
Control Group ◽  
Learning To Learn ◽  
Self Regulated Learning ◽  
Regulated Learning

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.

scholarly journals The Effects of Learning Stations on Socioeconomically Disadvantaged Students’ Achievement and Self-Regulated Learning

2021 ◽  
Vol 9 (6) ◽  
pp. 51-69
Author(s):  
Reem Alsaadi ◽  
Adam Al Sultan
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Control Group ◽  
School Students ◽  
Saudi Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Experimental Group

The aim of this study was to investigate the effects of learning station strategies on developing academic achievement and self-regulated learning among middle school students of low socioeconomic status. The sample group consisted of 68 female Saudi students. We applied a quasi-experimental design with an experimental and control group and a pretest and posttest. We examined the correlation between academic achievement and self-regulated learning. The data collection instruments included an academic achievement test and self-regulated learning questionnaire. The results revealed a statistically significant difference between the mean scores of both instruments in favor of the experimental group. Additionally, there was a positive relationship between development of academic achievement and self-regulated learning among the students for the experimental group. The study’s findings suggest that the learning stations created a dynamic classroom, which prompted students to engage in self-regulatory behaviors and develop their knowledge and understanding.

scholarly journals Metacognitive Learning Approach in Affecting Students’ Self-Regulated Learning in Writing Course

2021 ◽  
Vol 13 (2) ◽  
pp. 1175-1184
Author(s):  
Abdul Halim ◽  
Sofia Ulfa Eka Hadiyanti
Keyword(s):  
Control Group ◽  
Self Regulated Learning ◽  
East Kalimantan ◽  
Metacognitive Instruction ◽  
Writing Course ◽  
Regulated Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
The University ◽  
Experimental Group

The research aimed to investigate the effect of metacognitive instruction on students' self-regulated learning (SRL) writing for Indonesian EFL students to have appropriate grammar and meaningful learning experiences. The methodology used was a quasi-experimental design. The research participants were 50 students from the University of Muhammadiyah East Kalimantan (UMKT) English department who took a writing course. The participants were divided into the experimental group that was taught with metacognitive instruction. In contrast, although the same teacher taught the control group and had similar learning materials, the teacher did not use metacognitive instruction. The data was taken through pre-test and post-test and analyzed through independent t-test with statistics tool SPSS. The results showed that the experimental group has a higher SRL score with significant results in overall score even though there is one component that is different from previous studies, namely knowledge of cognition. Some suggestions were proposed.

scholarly journals Facilitating English Grammar Learning by a Personalized Mobile-Assisted System With a Self-Regulated Learning Mechanism

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiao Wang ◽  
Jing Chen ◽  
Tingting Zhang
Keyword(s):  
Control Group ◽  
Learning Context ◽  
Self Regulated Learning ◽  
English Grammar ◽  
Grammar Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Conventional Classroom ◽  
Grammar Tests ◽  
Experimental Group

This study developed a personalized mobile-assisted system with a self-regulated learning (SRL) mechanism to facilitate English-as-a-foreign-language (EFL) students’ learning of grammar. A quasi-experimental design, involving an experimental group (n = 278) and a control group (n = 320), was adopted to examine its effectiveness on students’ grammar learning. The experimental group, who had full access to the functions of the system (i.e., recommendations, feedback and an e-portfolio package), used the system to learn grammar, complete grammar exercise, and engage in for a semester, while the control group only use the system to submit weekly assignments. The results suggest that the experimental group obtained significantly higher scores in English grammar tests than the control group and the system benefited both genders with no significant differences. The findings provide empirical evidence in support of the effectiveness of this system in improving students’ grammar test scores, indicating its value as a supplementary tool to conventional classroom teaching of English grammar via supporting learners’ SRL development in a m-learning context. The pedagogical implications for applying this system in classrooms and beyond were discussed.

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