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Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context

Tempelaar, Dirk T.; Rienties, Bart and Nguyen, Quan (2018). Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In: Proceedings of the 10th International Conference on Computer Supported Education, 01-02 Feb 2018, Funchal, Madeira, pp. 294–301.

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The identification of students’ learning strategies by using multi-modal data that combine trace data with self-report data is the prime aim of this study. Our context is an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on previous studies in which we found marked differences in how students use worked examples as a learning strategy, we compare different profiles of learning strategies on learning dispositions and learning outcome. Our results cast a new light on the issue of efficiency of learning by worked examples, tutored and untutored problem-solving: in contexts where students can apply their own preferred learning strategy, we find that learning strategies depend on learning dispositions. As a result, learning dispositions will have a confounding effect when studying the efficiency of worked examples as a learning strategy in an ecologically valid context.

Item Type: Conference or Workshop Item
Copyright Holders: 2018 SCITEPRESS
ISBN: 989-758-291-6, 978-989-758-291-2
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 58164
Depositing User: Bart Rienties
Date Deposited: 06 Dec 2018 13:06
Last Modified: 02 May 2019 16:31
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