{"title":"\"I Should, but I Don't Feel Like It\": Overcoming Obstacles in Upper Secondary Students' Self-regulation Using Learning Analytics","authors":"Mattias Wickberg Hugerth, Nouri Jalal","doi":"10.5817/sp2023-3-4","DOIUrl":null,"url":null,"abstract":"\n \nWhile research has been conducted on self-regulated learning in relation to learning analytics, there remains a knowledge gap regarding the obstacles secondary education students face in regulating their learning and how learning analytics can support their self-regulation. This paper investigates two questions: 1) What challenges do secondary education students experience in the process of regulating their own learning?, and 2) What information and data do secondary education students need to better regulate their own learning? We conducted a study at a mid-sized upper secondary school in middle Sweden, to better understand how these issues manifest among students. We analyzed data collected by the school twice annually between 2015 and 2022, and administered a questionnaire to 224 students to answer the research questions. Through descriptive statistics and a thematic analysis, we identify prevalent problems that students encounter, as well as the necessary information that is essential for scaffolding self-regulated learning. We discuss the implications of our findings for the design of systems that provide students with relevant data to enhance their learning experiences. \n \n","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Paedagogica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/sp2023-3-4","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1
Abstract
While research has been conducted on self-regulated learning in relation to learning analytics, there remains a knowledge gap regarding the obstacles secondary education students face in regulating their learning and how learning analytics can support their self-regulation. This paper investigates two questions: 1) What challenges do secondary education students experience in the process of regulating their own learning?, and 2) What information and data do secondary education students need to better regulate their own learning? We conducted a study at a mid-sized upper secondary school in middle Sweden, to better understand how these issues manifest among students. We analyzed data collected by the school twice annually between 2015 and 2022, and administered a questionnaire to 224 students to answer the research questions. Through descriptive statistics and a thematic analysis, we identify prevalent problems that students encounter, as well as the necessary information that is essential for scaffolding self-regulated learning. We discuss the implications of our findings for the design of systems that provide students with relevant data to enhance their learning experiences.
期刊介绍:
Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.