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

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 b...

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Published in:Journal of Learning Analytics Vol. 7; no. 2; pp. 45 - 71
Main Authors: Matcha, Wannisa, Gašević, Dragan, Ahmad Uzir, Nora'ayu, Jovanović, Jelena, Pardo, Abelardo, Lim, Lisa, Maldonado-Mahauad, Jorge, Gentili, Sheridan, Pérez-Sanagustín, Mar, Tsai, Yi-Shan
Format: Journal Article
Language:English
Published: Society for Learning Analytics Research 19.09.2020
SOLAR: Society for Leaning Analitics Research
Subjects:
Academic Achievement
College Freshmen
Computer Science
Computer Science Education
Context Effect
Correlation
Delivery Systems
Education
Flipped Classroom
Foreign Countries
Generalizability Theory
Humanities and Social Sciences
Instructional Design
Learning Analytics
Learning Modalities
Learning Strategies
Online Courses
Open Education
Problem Solving
Science Education
Self Management
Technology for Human Learning
Australia
Chile
ISSN:1929-7750, 1929-7750
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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.
AbstractList 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.
Audience Higher Education
Postsecondary Education
Author Lim, Lisa
Maldonado-Mahauad, Jorge
Tsai, Yi-Shan
Pérez-Sanagustín, Mar
Pardo, Abelardo
Gentili, Sheridan
Ahmad Uzir, Nora'ayu
Matcha, Wannisa
Jovanović, Jelena
Gašević, Dragan
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SubjectTerms Academic Achievement
College Freshmen
Computer Science
Computer Science Education
Context Effect
Correlation
Delivery Systems
Education
Flipped Classroom
Foreign Countries
Generalizability Theory
Humanities and Social Sciences
Instructional Design
Learning Analytics
Learning Modalities
Learning Strategies
Online Courses
Open Education
Problem Solving
Science Education
Self Management
Technology for Human Learning
Title Analytics of Learning Strategies: Role of Course Design and Delivery Modality
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