Academic Social Networks and Learning Analytics to Explore Self-Regulated Learning: a Case Study

2016 ◽  
Vol 11 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Adriana Gewerc ◽  
Ana Rodriguez-Groba ◽  
Esther Martinez-Pineiro
Keyword(s):  
Social Networks ◽  
Learning Analytics ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Social Networks

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

2018 ◽  
Vol 10 (2) ◽  
pp. 118-129
Author(s):  
Linda Carol Algozzini ◽  
Valencia Lavon Gabay ◽  
Shannon D. Voyles ◽  
Kimberly Bessolo ◽  
Grady Batchelor
Keyword(s):  
Higher Education ◽  
First Century ◽  
Individual Student ◽  
Change Model ◽  
Participatory Action ◽  
Content Type ◽  
Self Regulated Learning ◽  
Group Coaching ◽  
Regulated Learning

Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education

2017 ◽  
Vol 50 (1) ◽  
pp. 114-127 ◽  
Author(s):  
Amanda P. Montgomery ◽  
Amin Mousavi ◽  
Michael Carbonaro ◽  
Denyse V. Hayward ◽  
William Dunn
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Learning Analytics ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Automatic feedback, self-regulated learning and social comparison: A case study

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Donatella Persico ◽  
Marcello Passarelli ◽  
Flavio Manganelli ◽  
Francesca Pozzi ◽  
Francesca Maria Dagnino ◽  
...  
Keyword(s):  
Social Comparison ◽  
Self Regulated Learning ◽  
Automatic Feedback ◽  
Regulated Learning

Learning Analytics and Technology Through Teaching

2021 ◽  
Author(s):  
Matthew Kaufman ◽  
Kristi Yuthas
Keyword(s):  
Learning Analytics ◽  
Data Analytics ◽  
New Technologies ◽  
Teaching Approach ◽  
Knowledge Gap ◽  
Technical Knowledge ◽  
Self Regulated Learning ◽  
Logical Sequence ◽  
Regulated Learning ◽  
Pedagogical Framework

Data analytics problems, methods and software are changing rapidly. Learning how to learn new technologies might be the most important skill for students to develop in an analytics course. We present a pedagogical framework that promotes self-regulated learning and metacognition and three student-driven assignments that can be used in accounting analytics and other courses that incorporate technology. The assignment can be used by faculty who do not have training in analytics. The assignments adopt a learn-through-teaching approach that helps students: 1) define a conceptual or technical knowledge gap; 2) identify resources available for filling that gap; 3) work independently to acquire the desired knowledge; 4) break knowledge into components and arrange in a logical sequence; and 5) reinforce knowledge by presenting to others in an accessible manner. These assignments equip students with confidence and capabilities that will enable them to keep up with advances in technology.

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