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Tempelaar, Dirk T.; Rienties, Bart and Nguyen, Quan
(2018).
DOI: https://doi.org/10.5220/0006760202940301
Abstract
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.
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About
- Item ORO ID
- 58164
- Item Type
- Conference or Workshop Item
- ISBN
- 989-758-291-6, 978-989-758-291-2
- Academic Unit or School
- Institute of Educational Technology (IET)
- Copyright Holders
- © 2018 SCITEPRESS
- Depositing User
- Bart Rienties