Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom

被引：25

作者：

Sedraz Silva, Joao Carlos ^{[1
]}

Zambom, Erik ^{[2
]}

Rodrigues, Rodrigo Lins ^{[3
]}

Cavalcanti Ramos, Jorge Luis ^{[1
]}

de Souza, Fernando da Fonseca ^{[2
]}

机构：

[1] Univ Fed Vale Sao Francisco, Juazeiro, Brazil

[2] Univ Fed Pernambuco, Recife, PE, Brazil

[3] Univ Fed Rural Pernambuco, Recife, PE, Brazil

来源：

INTERNATIONAL JOURNAL OF INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION | 2018年 / 14卷 / 03期

关键词：

Active Learning; Blended Learning; Flipped Classroom; Higher Education; Learning Analytics; Learning Strategy; Learning Systems; Self-Regulation; Students; Teaching;

D O I：

10.4018/IJICTE.2018070108

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The 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.

引用

页码：91 / 107

页数：17