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Learning analytics to understand cultural impacts on technology enhanced learning

Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart and Nguyen, Quan (2016). Learning analytics to understand cultural impacts on technology enhanced learning. In: 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016), 28-30 Oct 2016, Mannheim, Germany.

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Abstract

In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and metacognitive regulation strategies, motivation and engagement variables, and learning emotions as proximal antecedents of tool use and tool performance. We find that cultural diversity explains a substantial part of the variation in learning dispositions and tool use. The design of personalized learning paths will, therefore, profit from including national cultural dimensions as a relevant design factor.

Item Type: Conference or Workshop Item
Copyright Holders: 2016 The Authors
Keywords: blended learning; cultural diversity; dispositional learning analytics; e-tutorials; learning feedback; learning dispositions
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: OpenSpace Research Centre (OSRC)
Related URLs:
Item ID: 47711
Depositing User: Jenna Mittelmeier
Date Deposited: 10 Nov 2016 08:54
Last Modified: 11 Sep 2018 08:54
URI: http://oro.open.ac.uk/id/eprint/47711
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