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

Jivet, Ioana; Scheffel, Maren; Schmitz, Marcel; Robbers, Stefan; Specht, Marcus; Drachsler, Hendrik

doi:10.1016/j.iheduc.2020.100758

Cited by 97 publications

(80 citation statements)

References 33 publications

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“…Furthermore, they need support in moving from the recognition that change is required to forming a plan of action to produce that change, as well as ways to track their progress over time (Wise and Vytasek 2017 ). While pedagogical support in contextualizing, interpreting and acting on the information has not historically been included as part of analytics implementations, recent work has begun to explore this design space through the use of interpretation guides (Jivet et al 2020 ) embedded metacognitive prompts (Yilmaz and Yilmaz 2020 ) and workshops to orient students to the analytics (Knight et al 2020 ).…”

Section: Three Shifts That Can Support Scla and Progress To Datementioning

confidence: 99%

Supporting the shift to digital with student-centered learning analytics

Ochôa

Wise

2020

Education Tech Research Dev

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This paper is in response to the manuscript entitled "Student perceptions of privacy principles for learning analytics" (Ifenthaler and Schumacher, Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923-938, 2016) from a practice perspective. Learning analytics (the use of data science methods to generate actionable educational insights) have great potential to impact learning practices during the shift to digital. In particular, they can help fill a critical information gap for students created by an absence of classroom-based cues and the need for increased self-regulation in the online environment, However the adoption of learning analytics in effective, ethical and responsible ways is non-trivial. Ifenthaler and Schumacher (2016) present important findings about students' perceptions of learning analytics' usefulness and privacy, signaling the need for a student-centered paradigm, but stop short of addressing its implications for the creation and adoption of learning analytics tools. In this paper we address this limitation by describing the three specific shifts needed in current learning analytics practice for analytics to be accepted by and effective for students: (1) involve students in the creation of analytic tools meant to serve them; (2) develop analytics that are contextualized, explainable and configurable; and (3) empower students' agency in using analytic tools as part of their larger process of learning. These shifts are currently in different stages of maturity and adoption in mainstream learning analytics practice. The primary implication of this work is a call to action for researchers and practitioners to rethink and reshape how students participate in the creation, interpretation and impact of learning analytics.

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Section: Three Shifts That Can Support Scla and Progress To Datementioning

confidence: 99%

Supporting the shift to digital with student-centered learning analytics

Ochôa

Wise

2020

Education Tech Research Dev

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“…We believe that the development of the entire complex of soft skills is due to the need to prepare a graduate for work in conditions of instability, uncertainty, complexity, and ambiguity and their pedagogical competencies should be complemented by "skills of the future". I. Jivet et al [10] note that in the framework of blended learning, student goals and selfregulatory learning (SRL) skills influence the formation of the meaning of the educational material. C.-H.Chen and C.-Y.…”

Section: Discussionmentioning

confidence: 99%

Criteria for the effectiveness of teaching technologies in modern practices of professional training of teachers

Krishtofik

2021

SHS Web Conf.

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The study presents results of the “Study of the features of the influence of teaching technologies at a university on the formation of professional competencies of students and graduates of a pedagogical university”, carried out based on the Moscow City University in 2018–2019. The prerequisite for the study is a situation when education is increasingly beginning to be built around requests from the future, in which people study all their lives and act in a constantly changing world. Therefore, the educational process in a modern pedagogical university is focused on such requirements as complexity, adaptability, practicality, integration into society and the economy, and focus on the needs of students and their future employers. In a university that implements an innovative teaching model, a variety of teaching technologies are used; teachers have the right to freely choose the forms and means of teaching, in connection with which the problem of the effectiveness of the use of teaching technologies is actualized. One of the purposes of the study is to identify criteria for the effectiveness of teaching technologies in the process of forming the professional competencies of future teachers. As a result of the use of survey methods, content analysis, focus groups, and case analysis, 12 criteria were identified: feasibility of using teaching technology, flexibility in application, portability of practice, development of pedagogical thinking, development of soft skills, focus on “self-processes” and “proprocesses”, interactivity, practical orientation, as well as digitalization, resource intensity, and efficiency. The results make it possible to analyze and evaluate the effectiveness of teaching technologies in the practice of training future teachers. The novelty of the work and its results are determined by an original approach to identifying criteria for the effectiveness of learning technologies in the educational process of a pedagogical university.

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“…To gain insights into self-regulated learning and resource management strategies especially in online higher education, existing questionnaire instruments are contextualized to the online or blended learning environment (Barnard et al, 2009;Jansen et al, 2017 (Garcia et al, 2018;Jivet et al, 2020;Kizilcec et al, 2017;Tabuenca et al, 2015). In addition, the use of self-regulated learning strategies between different types of online education like fully online versus blended or traditional courses is compared (Broadbent, 2017).…”

Section: Resource Management In Emergency Remote Teachingmentioning

confidence: 99%

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

Naujoks¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2021

Preprint

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In the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses. To study successfully, students not only needed to be prepared in terms of digital readiness, they also faced challenges that pertained to the self-regulated management of external resources. In the current study, we investigated students’ digital readiness for the sudden switch to online learning (workspace, equipment, previous experiences, and information sharing behavior); differences between their intended and actual use of external resource management strategies (environment structuring, time management, and help-seeking); and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Results indicate that students seemed to be ready to study online but were not able to manage their resources during the term as frequently as intended. Finally, different indicators of students’ digital readiness revealed connections to different types of resource management strategies. Based on the current results, we discuss implications for the promotion of student self-regulated learning in online emergency remote teaching based on both external resources and digital readiness.

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

Cited by 97 publications

References 33 publications

Supporting the shift to digital with student-centered learning analytics

Supporting the shift to digital with student-centered learning analytics

Criteria for the effectiveness of teaching technologies in modern practices of professional training of teachers

Self-Regulated Resource Management in Emergency Remote Higher Education – Status Quo and Predictors

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