Self-Regulated Learning Skills and Online Activities Between Higher and Lower Performers on a Web Intensive Undergraduate Engineering Course

Lawanto, Oenardi; Santoso, Harry Budi; Lawanto, Kevin; Goodridge, Wade H.

doi:10.9743/jeo.2014.3.2

Cited by 29 publications

(18 citation statements)

References 45 publications

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“…Instructors can also manifest a cognitive presence as they enable students to critically and accurately reflect upon their own learning strategies. When students are actively engaged in course-specific material, they are primed for instructor-led training that increases their awareness of their own aptitude to learn [33]. Students with low self-regulated learning (SRL) have a tendency to over-rate their own learning skills, which often leads to lack of success in courses when students do not feel they needed to access information as often, or do not use course materials to the extent for which they were designed [33].…”

Section: Modelling Reflective Personal Reflection and Networkingmentioning

confidence: 99%

Discussing Discussions: Online Instructor Best Practices

Avery¹

2016

EDULEARN Proceedings

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A structured literature review was conducted to examine the range of theoretically framed studies examining online learning discussions within higher education. Key words to guide the retrieval were: "online learning" AND engagement or participation AND "higher education" or college or university not "MOOC" or MOOCs" AND teacher or instructor or professor. This preliminary study did not differentiate between course discipline but did focus on higher learning, specifically university or college level courses that were not technical, certificate, graduate or professional. The study used four consecutive years of peer-reviewed ERIC documents. Of the 132 documents retrieved in the initial broad search, only 55 fit the search parameters, and only four of these were literature review-based. The remaining studies were primarily empirical, often focusing on one factor of online teaching or learning. The scarcity of current information is significant. Also interesting was the underlying emphasis on the Community of Inquiry (COI) framework, based on Garrison's seminal work in 2000 which highlighted the importance of engagement and community in knowledge acquisition. COI or constructivism is directly referenced in 19 of the 55 works and 31 of the 55 works employed key terms of COI theory. From a review of these papers, it appears that instructor decisions about how to structure a course, what to include, and how and when to become involved are ad hoc: the end result is that instructors' involvement in courses is variable and not guided by clear pedagogical principles. While the COI framework provides a good working model and a wide range of part of partial solutions and suggestions, there still remains a need for a more definitive guide. This study organizes relevant findings in the area of technical and learner considerations, as well as within the teaching, social and cognitive presence of the instructor, taken from the COI framework. Information, presented in a cohesive, comprehensive document within a valid pedagogical framework can better inform busy educators who desire to transform their own teaching based on relevant research. Future study could expand and critique this model, more fully integrating other models and looking at course-related variables more closely. Qualitative, quantitative and longitudinal studies can be designed which not only develop and expand the methodology suggested as currently viable within a learning community, but which also build on the potential for online learning to go beyond reproducing traditional courses online.

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Section: Modelling Reflective Personal Reflection and Networkingmentioning

confidence: 99%

Discussing Discussions: Online Instructor Best Practices

Avery¹

2016

EDULEARN Proceedings

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“…Outras duas técnicas que foram utilizadas, foram a classificação e a análise de agrupamento, ambas com dois trabalhos encontrados na literatura. Os trabalhos de classificação (Bondareva, et al, 2013), (Sabourin, Mott, & Lester, 2012) tiveram como foco o comparativo de múltiplos algoritmos de classificação de dados provindos de sistemas de tutores inteligentes e os trabalhos de análise de agrupamento (Lawanto, Santoso, Lawanto, & Goodridge, 2014), (Colthorpe, Zimbardi, Ainscough, & Anderson, 2015) tiveram o objetivo de identificar padrões ou perfis comportamentais de autorregulação.…”

Section: Terceira Questão De Pesquisaunclassified

“…Além desses, outros trabalhos utilizaram abordagens baseada em Mineração de Dados Educacionais, nos quais utilizam técnicas como Mineração de Processos (Schoor & Bannert, 2012), (Sonnenberg & Bannert, 2015), Análise de agrupamento (Lawanto, Santoso, Lawanto, & Goodridge, 2014), (Colthorpe, Zimbardi, Ainscough, & Anderson, 2015) e Algoritmos de Classificação (Bondareva, et al, 2013), (Sabourin, Mott, & Lester, 2012 Figura 5: Área de pesquisa declarada na análise dos dados.…”

Section: Quarta Questão De Pesquisaunclassified

Mapeamento Sistemático sobre Abordagens de Mensuração de Autorregulação da Aprendizagem

Rodrigues

Ramos

Silva

et al. 2016

RENOTE

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Resumo. Este trabalho teve como objetivo o desenvolvimento de um mapeamento sistemático com a finalidade de identificar as principais abordagens de mensuração de características de autorregulação da aprendizagem em ambientes online. A identificação destas abordagens fornecem subsídios para identificar as principais formas de análises e coletas que estão sendo utilizadas na literatura. Os resultados mostram que ainda é pouca expressiva a quantidade de trabalhos que utilizam dados comportamentais, através de logs, para a mensuração em tempo real. Este parece ser um tema desafiador especialmente considerando o número cada vez maior de cursos a distância, número de alunos e volume de dados gerados em plataformas de aprendizagem online.Palavras-chave. Autorregulação da Aprendizagem, Mapeamento Sistemático, Sistema de Gestão da Aprendizagem. Systematic mapping about approaches measurement of SelfRegulation LearningAbstract. This study aimed to develop a systematic mapping in order to identify the main approaches to measuring learning self-regulation characteristics in online environments. The identification of these approaches provides subsidies to identify the main forms of analysis and collections that are being used in the literature. The results show that it is still the little significant amount of work using behavioral data, via logs, to measure in real time. This seems to be a challenging issue especially considering the increasing number of distance learning courses, number of students and amount of data generated in online learning platforms.

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“…Students who spend more time using the course management system, students who reported that they used more interactive functions and perceived them useful learning tool did have better grades in online discussion, exams and group projects (Wei, Peng, & Chou, 2015). A similar study concluded that high performers accessed all course materials significantly more often than their lower performing peers and they were more prompt in submitting their work on time (Lawanto, Santoso, Lawanto, & Goodridge, 2014). Regularity or irregularity of log-in intervals is shown as a good predictive of learning performance (Il-Hyun, Dongho, & Meehyun, 2015).…”

Section: Different Online Strategies For Engineering Technology Educamentioning

confidence: 69%

Embedding Online Based Learning Strategies into the Engineering Technology Curriculum

Jovanović

Popescu

Ayala

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Ayala has had the opportunity to work for a number of engineering consulting companies, which have given him an important perspective and exposure to industry. He has been directly involved in at least 20 different engineering projects related to a wide range of industries from petroleum and natural gas industry to brewing and newspaper industries. Dr. Ayala has provided service to professional organizations such as ASME. Since 2008 he has been a member of the Committee of Spanish Translation of ASME Codes and the ASME Subcommittee on Piping and Pipelines in Spanish. Under both memberships the following Codes have been translated: ASME B31.3, ASME B31.8S, ASME B31Q and ASME BPV Sections I.While maintaining his industrial work active, his research activities have also been very active; Dr. Ayala has published 90 journal and peer-reviewed conference papers. His work has been presented in several international forums in Austria, USA, Venezuela, Japan, France, Mexico, and Argentina. Dr. Ayala has an average citation per year of all his published work of 29.50. He has co-authored one textbook on materials and manufacturing processes that has been adopted by over 50 national and international institutions of higher education. In addition, he has authored or co-authored over 60 papers in journals and conference proceedings, focused on applied research related to design and manufacturability issues, as well as issues related to mechanical engineering technology education. Dr. Tomovic made over 20 invited presentations nationally and internationally on the issues of design optimization and manufacturability. He has co-authored four patents, and over 100 technical reports on practical industrial problems related to product design and manufacturing process improvements. Dr. Tomovic is also serving as Honorary Visiting Professor at Beihang University, Beijing, China.Dr. Alok K. Verma P.E., Old Dominion University He is well known internationally and has been invited to deliver keynote addresses at several national and international conferences on Lean/Agile manufacturing. Dr. Verma has received the Regional Alumni Award for Excellence for contribution to Lean Manufacturing research, the International Education Award at ODU and Ben Sparks Medal by ASME. He is active in ASME, ASEE, SME and SNAME. Dr. Verma continues to serve the Hampton Roads community in various leadership positions.c American Society for Engineering Education, 2016 Embedding Online Based Learning Strategies into Engineering Technology Curriculum AbstractVarious blended learning strategies have been implemented at engineering technology programs to facilitate different learning styles and different time constraints given to faculty. Some of these efforts are related to the effective use of online tools such as online course management systems, ePortfolios, narrated presentations, web-based polling systems, tutorials and educational materials posted before the class and asynchronous learning methods. As technology changes, some of the online learning methods ...

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Self-Regulated Learning Skills and Online Activities Between Higher and Lower Performers on a Web Intensive Undergraduate Engineering Course

Cited by 29 publications

References 45 publications

Discussing Discussions: Online Instructor Best Practices

Discussing Discussions: Online Instructor Best Practices

Mapeamento Sistemático sobre Abordagens de Mensuração de Autorregulação da Aprendizagem

Embedding Online Based Learning Strategies into the Engineering Technology Curriculum

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