Supporting self-regulated learning in a blended learning environment using prompts and learning analytics

Rako, S.; Šimić, D. and Rienties, B. (2022). Supporting self-regulated learning in a blended learning environment using prompts and learning analytics. In: CEUR Workshop Proceedings, Vol. 3292, pp. 66–71.

URL: https://ceur-ws.org/Vol-3292/DCECTEL2022_paper09.p...

Abstract

Higher education institutions, teachers, and students face new difficulties and opportunities resulting from the introduction of modern technology into the learning process. The widespread of learning environments that integrate online learning and face-to-face learning may pose some opportunities as well as difficulties for some groups of students' self-regulation skills. Providing automated prompts may help to support those students with insufficient self-regulation skills. The use of learning analytics and multiple methods and data sources (data triangulation) may give better insight into the self-regulation process. The objective of the proposed research is to explore the students' evaluation of the usefulness of prompts implemented in a blended learning environment. A secondary objective is to develop and evaluate a real-time dashboard designed to notify teachers of student responses to deployed prompts. The research methodology will be grounded in action research and empirical research. The scientific contribution will be achieved through the development of artefacts and the performance of empirical research to advance understanding of the student's self-regulation in a blended learning environment.

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