Paper Info
Title
Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom
Abstract
AbstractThe present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom model. The students were divided into two groups: an experimental group N = 51 and a control group N = 45. After each learning unit, while the control group did not have access to any learning analytics resources, students from the experimental group received a bulletin with feedback to support Self-Regulated Learning. The levels of student self-regulation were measured through questionnaires at the beginning and the end of the course. The analysis of the collected data revealed that the bulletin promoted significant effects in self-regulated learning in the experimental group, stimulating the self-reflection and colleague's support search for clarifying doubts. These results demonstrate that learning analytics can be used to promote self-regulated learning in flipped classrooms, helping students identify strategies that can increase their academic performance.
Year
DOI
Venue
2018
10.4018/IJICTE.2018070108
Periodicals
Keywords
Field
DocType
Active Learning, Blended Learning, Flipped Classroom, Higher Education, Learning Analytics, Learning Strategy, Learning Systems, Self-Regulation, Students, Teaching
Self-regulated learning,Flipped classroom,Active learning,Learning analytics,Goal orientation,Computer science,Metacognition,Pedagogy,Teaching method,Blended learning
Journal
Volume
Issue
ISSN
14
3
1550-1876
Citations 
PageRank 
References 
0
0.34
11
Authors
5
Name
Order
Citations
PageRank
Joao C. Sedraz Silva100.34
Erik Zambom200.34
Rodrigo L. Rodrigues303.38
Jorge Luis Cavalcanti Ramos400.68
Fernando da Fonseca de Souza5367.89