From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2020-10-01 DOI:10.1016/j.iheduc.2020.100758
Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler
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引用次数: 54

Abstract

Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.

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来自有爱的学生:高等教育中学习者目标、自主学习与学习分析意义建构的实证研究
不平等的利益相关者参与是高等教育中采用学习分析方法的一个常见陷阱,导致较低的买入率和有缺陷的工具,无法满足目标群体的需求。对于每个设计决策,我们都假设学习者将如何理解可视化,但我们对学生如何理解仪表板以及哪些方面影响他们的理解知之甚少。我们采用混合方法研究了学习者目标和自我调节学习(SRL)技能对仪表板意义形成的影响:对247名大学生进行定性预研究和广泛的定量研究。我们发现了三个潜在的变量:设计的透明度、参考框架和对行动的支持。SRL技能是学生发现这些构念相关程度的预测指标。学习者目标仅对参考框架的感知相关性有显著影响。了解哪些因素会影响学生的意义构建,将导致更包容和灵活的设计,以满足新手和专家学习者的需求。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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