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research-article

Time will tell

Authors:

Bernardo Tabuenca,

Hendrik Drachsler,

Marcus SpechtAuthors Info & Claims

Computers & Education, Volume 89, Issue C

Pages 53 - 74

https://doi.org/10.1016/j.compedu.2015.08.004

Published: 01 November 2015 Publication History

Abstract

This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n = 36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of four months. Repeated measures of the Online Self-Regulated Learning Questionnaire and Validity and Reliability of Time Management Questionnaire were taken along the course. Our findings reveal positive effects of tracking time on time management skills. Variations in the channel, content and timing of the mobile notifications to foster reflective practice are investigated, and time-logging patterns are described. These results not only provide evidence of the benefits of recording learning time, but also suggest relevant cues on how mobile notifications should be designed and prompted towards self-regulated learning of students in online courses. Mobile notifications and learning analytics can be used to foster self-regulated learning.Tracking and monitoring learning time on mobile devices improve time management skills.Learning analytics served on mobile devices raise awareness on the learning process.Sporadic contextualized mobile notifications support the competence of learning to learn.

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Cited By

Kaliisa RMisiejuk KLópez-Pernas SKhalil MSaqr M(2024)Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic Review of Impact on Students' Achievement, Motivation, Participation and AttitudeProceedings of the 14th Learning Analytics and Knowledge Conference10.1145/3636555.3636884(295-304)Online publication date: 18-Mar-2024
https://dl.acm.org/doi/10.1145/3636555.3636884
Zhang SBryczkowski JSpecht M(2024)GoaLearn App: A Goal-Setting and Monitoring Application to Support Students’ Self-regulated LearningTechnology Enhanced Learning for Inclusive and Equitable Quality Education10.1007/978-3-031-72312-4_38(267-272)Online publication date: 16-Sep-2024
https://dl.acm.org/doi/10.1007/978-3-031-72312-4_38
van Haastrecht MBrinkhuis MPeichl JRemmele BSpruit MHilliger IKhosravi HRienties BDawson S(2023)Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics SystemsLAK23: 13th International Learning Analytics and Knowledge Conference10.1145/3576050.3576060(552-558)Online publication date: 13-Mar-2023
https://dl.acm.org/doi/10.1145/3576050.3576060
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cover image Computers & Education

Computers & Education Volume 89, Issue C

November 2015

103 pages

ISSN:0360-1315

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Copyright © Elsevier Ltd.

Publisher

Elsevier Science Ltd.

United Kingdom

Publication History

Published: 01 November 2015

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Cited By

Kaliisa RMisiejuk KLópez-Pernas SKhalil MSaqr M(2024)Have Learning Analytics Dashboards Lived Up to the Hype? A Systematic Review of Impact on Students' Achievement, Motivation, Participation and AttitudeProceedings of the 14th Learning Analytics and Knowledge Conference10.1145/3636555.3636884(295-304)Online publication date: 18-Mar-2024
https://dl.acm.org/doi/10.1145/3636555.3636884
Zhang SBryczkowski JSpecht M(2024)GoaLearn App: A Goal-Setting and Monitoring Application to Support Students’ Self-regulated LearningTechnology Enhanced Learning for Inclusive and Equitable Quality Education10.1007/978-3-031-72312-4_38(267-272)Online publication date: 16-Sep-2024
https://dl.acm.org/doi/10.1007/978-3-031-72312-4_38
van Haastrecht MBrinkhuis MPeichl JRemmele BSpruit MHilliger IKhosravi HRienties BDawson S(2023)Embracing Trustworthiness and Authenticity in the Validation of Learning Analytics SystemsLAK23: 13th International Learning Analytics and Knowledge Conference10.1145/3576050.3576060(552-558)Online publication date: 13-Mar-2023
https://dl.acm.org/doi/10.1145/3576050.3576060
Breitwieser JNobbe LBiedermann DBrod G(2023)Boosting self-regulated learning with mobile interventionsComputers & Education10.1016/j.compedu.2023.104879205:COnline publication date: 1-Nov-2023
https://dl.acm.org/doi/10.1016/j.compedu.2023.104879
Sun JLiu Y(2022)The Mediation Effect of Online Self-Regulated Learning Between Engagement and Cognitive LoadInternational Journal of Online Pedagogy and Course Design10.4018/IJOPCD.29595312:1(1-17)Online publication date: 1-Apr-2022
https://dl.acm.org/doi/10.4018/IJOPCD.295953
Baars MViberg O(2022)Mobile Learning to Support Self-Regulated LearningInternational Journal of Mobile and Blended Learning10.4018/IJMBL.31562814:4(1-12)Online publication date: 22-Dec-2022
https://dl.acm.org/doi/10.4018/IJMBL.315628
Draxler FHirsch LLi JOechsner CVölkel SButz A(2022)Flexibility and Social Disconnectedness: Assessing University Students’ Well-Being Using an Experience Sampling Chatbot and Surveys Over Two Years of COVID-19Proceedings of the 2022 ACM Designing Interactive Systems Conference10.1145/3532106.3533537(217-231)Online publication date: 13-Jun-2022
https://dl.acm.org/doi/10.1145/3532106.3533537
Álvarez RJivet IPérez-Sanagustín MScheffel MVerbert K(2022)Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic ReviewIEEE Transactions on Learning Technologies10.1109/TLT.2022.319327115:4(508-522)Online publication date: 1-Aug-2022
https://dl.acm.org/doi/10.1109/TLT.2022.3193271
Heikkinen SSaqr MMalmberg JTedre M(2022)Supporting self-regulated learning with learning analytics interventions – a systematic literature reviewEducation and Information Technologies10.1007/s10639-022-11281-428:3(3059-3088)Online publication date: 8-Sep-2022
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Lai JDe Nobile JBower MBreyer Y(2022)Comprehensive evaluation of the use of technology in education – validation with a cohort of global open online learnersEducation and Information Technologies10.1007/s10639-022-10986-w27:7(9877-9911)Online publication date: 1-Aug-2022
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