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|Title:||Student differences in regulation strategies and their use of learning resources: implications for educational design|
|Citation:||Bos, N. R. & Brand-Gruwel, S. (2016, April). Student differences in regulation strategies and their use of learning resources: implications for educational design. Proceedings of the 6th International Conference on Learning Analytics and Knowledge (LAK) (pp. 344-353). Edinburgh, UK: ACM.|
|Abstract:||The majority of the learning analytics research focuses on the prediction of course performance and modeling student behaviors with a focus on identifying students who are at risk of failing the course. Learning analytics should have a stronger focus on improving the quality of learning for all students, not only identifying at risk students. In order to do so, we need to understand what successful patterns look like when reflected in data and subsequently adjust the course design to avoid unsuccessful patterns and facilitate successful patterns. However, when establishing these successful patterns, it is important to account for individual differences among students since previous research has shown that not all students engage with learning resources to the same extent. Regulation strategies seem to play an important role in explaining the different usage patterns students’ display when using digital learning recourses. When learning analytics research incorporates contextualized data about student regulation strategies we are able to differentiate between students at a more granular level. The current study examined if regulation strategies could account for differences in the use of various learning resources. It examines how students regulated their learning process and subsequently used the different learning resources throughout the course and established how this use contributes to course performance. The results show that students with different regulation strategies use the learning resources to the same extent. However, the use of learning resources influences course performance differently for different groups of students. This paper recognizes the importance of contextualization of learning data resources with a broader set of indicators to understand the learning process. With our focus on differences between students, we strive for a shift within learning analytics from identifying at risk students towards a contribution of learning analytics in the educational design process and enhance the quality of learning; for all students.|
|Appears in Collections:||1. FEEEL Publications, books and conference papers|
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|2016 LAK conf proc Bos et al.pdf||1.34 MB||Adobe PDF||View/Open|
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