The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement

Yun, Heoncheol; Park, Sanghoon; Kim, Dongho; Jung, Eulho; Yoon, Meehyun

doi:10.14742/ajet.5879

Cited by 12 publications

(11 citation statements)

References 33 publications

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“…From the teachers' perspective, the interaction with at-risk learners provides interesting insights about the types of situations that compromise the learners' continuity in the courses (Ortigosa et al 2019), as well as the detection of learners' needs (Hu et al 2014). The results obtained are consistent too with other investigations as Bates and Khasawneh (2007), Sun andRueda (2012), andYun et al (2020). From the teachers' perspective, the LIS system helped them to better detect at-risk learners.…”

Section: Conclusion Limitations and Future Researchsupporting

confidence: 75%

Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses

Rodríguez

González

Bañeres

et al. 2021

Int J Educ Technol High Educ

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Several tools and resources have been developed in the past years to enhance the teaching and learning process. Most of them are focused on the process itself, but few focus on the assessment process to detect at-risk learners for later acting through feedback to support them to succeed and pass the course. This research paper presents a case study using an adaptive system called Learning Intelligent System (LIS). The system includes an Early Warning System and tested in a fully online university to increase learners’ performance, reduce dropout, and ensure proper feedback to guide learners. LIS also aims to help teachers to detect critical cases to act on time with learners. The system has been tested in two first-year courses in the fully online BSc of Economics and Business at the Universitat Oberta de Catalunya. A total of 552 learners were participating in the case study. On the one hand, results show that performance is better than in previous semesters when using it. On the other hand, results show that learners' perception of effectiveness is higher, and learners are willing to continue using the system in the following semesters because it becomes beneficial for them.

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Section: Conclusion Limitations and Future Researchsupporting

confidence: 75%

Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses

Rodríguez

González

Bañeres

et al. 2021

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…It can also be seen in the Second Language Acquisition course when a drop in the platform occurred during the week of an essay assessment. Besides, it is important to note that the differences in the course levels (i.e., graduate and undergraduate) might have played a substantial role in shaping the tactics and strategies and determining the level of SRL (Artino & Stephens, 2009; Cao, 2012; Park & Yun, 2018; Yun et al, 2020). Hence, it is important to compare large data of different course levels in future research.…”

Section: Discussionmentioning

confidence: 99%

Analytics of learning tactics and strategies in an online learnersourcing environment

Lahza

Khosravi

Demartini

2022

Computer Assisted Learning

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Background The use of crowdsourcing in a pedagogically supported form to partner with learners in developing novel content is emerging as a viable approach for engaging students in higher‐order learning at scale. However, how students behave in this form of crowdsourcing, referred to as learnersourcing, is still insufficiently explored. Objectives To contribute to filling this gap, this study explores how students engage with learnersourcing tasks across a range of course and assessment designs. Methods We conducted an exploratory study on trace data of 1279 students across three courses, originating from the use of a learnersourcing environment under different assessment designs. We employed a new methodology from the learning analytics (LA) field that aims to represent students' behaviour through two theoretically‐derived latent constructs: learning tactics and the learning strategies built upon them. Results The study's results demonstrate students use different tactics and strategies, highlight the association of learnersourcing contexts with the identified learning tactics and strategies, indicate a significant association between the strategies and performance and contribute to the employed method's generalisability by applying it to a new context. Implications This study provides an example of how learning analytics methods can be employed towards the development of effective learnersourcing systems and, more broadly, technological educational solutions that support learner‐centred and data‐driven learning at scale. Findings should inform best practices for integrating learnersourcing activities into course design and shed light on the relevance of tactics and strategies to support teachers in making informed pedagogical decisions.

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“…e categories of emotional aspects and previous knowledge did not display any concrete relationship with transfer, only the intention to transform teaching practice in relation to these factors. However, we did note how subjects had increased confidence with regard to transfer, as well as motivation and self-regulation [19,20], in part through the validation and formalization of their previous knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…For their part, Noesgaard [19] and Yun et al [20] emphasized the relevance of designing activities that address emotional aspects aimed at, for example, enhancing motivation and self-regulation and valuing the efforts of students in the process of change in their teaching practices through feedback from activities, thereby improving their confidence with regard to transfer.…”

Section: Design Of An E-learning Training Course Aimed Atmentioning

confidence: 99%

Trainee Perceptions of Instructional Design in Continuous Online Training and Learning Transfer

Fauth

Martínez

2021

Education Research International

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The aim of this study was to analyse how a continuous online training course was designed to foster learning transfer and participants’ opinions regarding the design properties themselves, in order to then identify how far these perceived and valued elements allow them to transfer the learning from the course themselves. After determining deductive categories from previous studies, a qualitative analysis of the three data sources was performed, namely, those originating from the guidance documents for the analysed course, as well as a reflective training activity and interviews with the subjects. With the help of the NVivo software and its triangulation, we then determined that the course was indeed designed to foster transfer and that its evaluation by course participants and the incidence of the design elements remains the same regardless of whether the content has been transferred or not. This confirms the general theory that when a course is well oriented towards fostering transfer, even in the context of continuous and online ICT training for teachers, it enables the transfer of immediate learning, especially when emphasis is placed on training activities that reflect on practice.

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The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement

Cited by 12 publications

References 33 publications

Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses

Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses

Analytics of learning tactics and strategies in an online learnersourcing environment

Trainee Perceptions of Instructional Design in Continuous Online Training and Learning Transfer

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