Analytics of learning strategies: Role of course design and delivery modality

• Published in: Journal of Learning Analytics
• Main Author: Matcha W.; Gašević D.; Ahmad Uzir N.; Jovanović J.; Pardo A.; Lim L.; Maldonado-Mahauad J.; Gentili S.; Pérez-Sanagustín M.; Tsai Y.-S.
• Format: Article
• Language: English
• Published: UTS ePRESS 2020
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103906987&doi=10.18608%2fJLA.2020.72.3&partnerID=40&md5=5d111077a9568cd7badfc4e56f4f87bc

Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies. © 2020, UTS ePRESS. All rights reserved.