Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall

Learning analytics (LA) has been presented as a viable solution for scaling timely and personalised feedback to support students' self-regulated learning (SRL). Research is emerging that shows some positive associations between personalised feedback with students' learning tactics and stra...

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Published in:ACM International Conference Proceeding Series
Main Author: Lim L.-A.; Gasevic D.; Matcha W.; Ahmad Uzir N.; Dawson S.
Format: Conference paper
Language:English
Published: Association for Computing Machinery 2021
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103919433&doi=10.1145%2f3448139.3448174&partnerID=40&md5=17c141b4ae4eee574427c3d1deefd66b
id 2-s2.0-85103919433
spelling 2-s2.0-85103919433
Lim L.-A.; Gasevic D.; Matcha W.; Ahmad Uzir N.; Dawson S.
Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
2021
ACM International Conference Proceeding Series


10.1145/3448139.3448174
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103919433&doi=10.1145%2f3448139.3448174&partnerID=40&md5=17c141b4ae4eee574427c3d1deefd66b
Learning analytics (LA) has been presented as a viable solution for scaling timely and personalised feedback to support students' self-regulated learning (SRL). Research is emerging that shows some positive associations between personalised feedback with students' learning tactics and strategies as well as time management strategies, both important aspects of SRL. However, the definitive role of feedback on students' SRL adaptations is under-researched; this requires an examination of students' recalled experiences with their personalised feedback. Furthermore, an important consideration in feedback impact is the course context, comprised of the learning design and delivery modality. This mixed-methods study triangulates learner trace data from two different course contexts, with students' qualitative data collected from focus group discussions, to more fully understand the impact of their personalised feedback and to explicate the role of this feedback on students' SRL adaptations. The quantitative analysis showed the contextualised impact of the feedback on students' learning and time management strategies in the different courses, while the qualitative analysis highlighted specific ways in which students used their feedback to adjust these and other SRL processes. © 2021 ACM.
Association for Computing Machinery

English
Conference paper

author Lim L.-A.; Gasevic D.; Matcha W.; Ahmad Uzir N.; Dawson S.
spellingShingle Lim L.-A.; Gasevic D.; Matcha W.; Ahmad Uzir N.; Dawson S.
Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
author_facet Lim L.-A.; Gasevic D.; Matcha W.; Ahmad Uzir N.; Dawson S.
author_sort Lim L.-A.; Gasevic D.; Matcha W.; Ahmad Uzir N.; Dawson S.
title Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
title_short Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
title_full Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
title_fullStr Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
title_full_unstemmed Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
title_sort Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students' recall
publishDate 2021
container_title ACM International Conference Proceeding Series
container_volume
container_issue
doi_str_mv 10.1145/3448139.3448174
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103919433&doi=10.1145%2f3448139.3448174&partnerID=40&md5=17c141b4ae4eee574427c3d1deefd66b
description Learning analytics (LA) has been presented as a viable solution for scaling timely and personalised feedback to support students' self-regulated learning (SRL). Research is emerging that shows some positive associations between personalised feedback with students' learning tactics and strategies as well as time management strategies, both important aspects of SRL. However, the definitive role of feedback on students' SRL adaptations is under-researched; this requires an examination of students' recalled experiences with their personalised feedback. Furthermore, an important consideration in feedback impact is the course context, comprised of the learning design and delivery modality. This mixed-methods study triangulates learner trace data from two different course contexts, with students' qualitative data collected from focus group discussions, to more fully understand the impact of their personalised feedback and to explicate the role of this feedback on students' SRL adaptations. The quantitative analysis showed the contextualised impact of the feedback on students' learning and time management strategies in the different courses, while the qualitative analysis highlighted specific ways in which students used their feedback to adjust these and other SRL processes. © 2021 ACM.
publisher Association for Computing Machinery
issn
language English
format Conference paper
accesstype
record_format scopus
collection Scopus
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