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

Authors:

João Carlos Sedraz Silva,

Rodrigo Lins Rodrigues,

Jorge Luis Cavalcanti Ramos,

Fernando da Fonseca de SouzaAuthors Info & Claims

International Journal of Information and Communication Technology Education, Volume 14, Issue 3

Pages 91 - 107

https://doi.org/10.4018/IJICTE.2018070108

Published: 01 July 2018 Publication History

Abstract

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.

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Cited By

Jiang J(2022)Chinese University Students' Metacognitive Strategy Use in Language AcquisitionInternational Journal of Mobile and Blended Learning10.4018/IJMBL.29797414:1(1-17)Online publication date: 18-Mar-2022
https://dl.acm.org/doi/10.4018/IJMBL.297974
Chen XZou DXie H(2022)A decade of learning analytics: Structural topic modeling based bibliometric analysisEducation and Information Technologies10.1007/s10639-022-11046-z27:8(10517-10561)Online publication date: 1-Sep-2022
https://dl.acm.org/doi/10.1007/s10639-022-11046-z
Viberg OKhalil MBaars MRensing CDrachsler HKovanović VPinkwart NScheffel MVerbert K(2020)Self-regulated learning and learning analytics in online learning environmentsProceedings of the Tenth International Conference on Learning Analytics & Knowledge10.1145/3375462.3375483(524-533)Online publication date: 23-Mar-2020
https://dl.acm.org/doi/10.1145/3375462.3375483

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cover image International Journal of Information and Communication Technology Education

International Journal of Information and Communication Technology Education Volume 14, Issue 3

July 2018

117 pages

ISSN:1550-1876

EISSN:1550-1337

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IGI Global

United States

Publication History

Published: 01 July 2018

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Cited By

Jiang J(2022)Chinese University Students' Metacognitive Strategy Use in Language AcquisitionInternational Journal of Mobile and Blended Learning10.4018/IJMBL.29797414:1(1-17)Online publication date: 18-Mar-2022
https://dl.acm.org/doi/10.4018/IJMBL.297974
Chen XZou DXie H(2022)A decade of learning analytics: Structural topic modeling based bibliometric analysisEducation and Information Technologies10.1007/s10639-022-11046-z27:8(10517-10561)Online publication date: 1-Sep-2022
https://dl.acm.org/doi/10.1007/s10639-022-11046-z
Viberg OKhalil MBaars MRensing CDrachsler HKovanović VPinkwart NScheffel MVerbert K(2020)Self-regulated learning and learning analytics in online learning environmentsProceedings of the Tenth International Conference on Learning Analytics & Knowledge10.1145/3375462.3375483(524-533)Online publication date: 23-Mar-2020
https://dl.acm.org/doi/10.1145/3375462.3375483

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