Název: "I should, but I don't feel like it" : overcoming obstacles in upper secondary students' self-regulation using learning analytics
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 3, s. [89]-111
Rozsah
[89]-111
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-3-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.79680
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
While research has been conducted on self-regulated learning in relation to learning analytics, there remains a knowledge gap regarding the obstacles secondary education students face in regulating their learning and how learning analytics can support their self-regulation. This paper investigates two questions: 1) What challenges do secondary education students experience in the process of regulating their own learning?, and 2) What information and data do secondary education students need to better regulate their own learning? We conducted a study at a mid-sized upper secondary school in middle Sweden, to better understand how these issues manifest among students. We analyzed data collected by the school twice annually between 2015 and 2022, and administered a questionnaire to 224 students to answer the research questions. Through descriptive statistics and a thematic analysis, we identify prevalent problems that students encounter, as well as the necessary information that is essential for scaffolding self-regulated learning. We discuss the implications of our findings for the design of systems that provide students with relevant data to enhance their learning experiences.
Reference
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[18] Molenaar, I. (2022). The concept of hybrid human-AI regulation: Exemplifying how to support young learners' self-regulated learning. Computers and Education: Artificial Intelligence, 3, Article 100070. https://doi.org/10.1016/j.caeai.2022.100070
[19] Mollick, E. R., & Mollick, L. (2023). Assigning AI: Seven approaches for students, with prompts (SSRN Scholarly Paper 4475995). https://papers.ssrn.com/abstract=4475995
[20] Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
[21] Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. https://doi.org/10.1080/00313830120074206
[22] Schmidt, S. J. (2020). Distracted learning: Big problem and golden opportunity. Journal of Food Science Education, 19(4), 278-291. https://doi.org/10.1111/1541-4329.12206
[23] Schunk, D. H., & Greene, J. A. (2017). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk, & J. A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd Ed.) (pp. 1-15). Routledge. https://doi.org/10.4324/9781315697048-1
[24] Schwendimann, B. A., Rodríguez-Triana, M. J., Vozniuk, A., Prieto, L. P., Boroujeni, M. S., Holzer, A., Gillet, D., & Dillenbourg, P. (2016). Understanding learning at a glance: An overview of learning dashboard studies. In D. Gašević, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Chairs), Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ‘16 (pp. 532-533). Association for Computing Machinery. https://doi.org/10.1145/2883851.2883930
[25] Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380-1400. https://doi.org/10.1177/0002764213498851
[26] Winne, P. H. (1995). Self-regulation is ubiquitous but its forms vary with knowledge. Educational Psychologist, 30(4), 223-228. https://doi.org/10.1207/s15326985ep3004_9
[27] Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33(5-6), 559-565. https://doi.org/10.1007/s11251-005-1280-9
[28] Winne, P. H. (2022). Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning. Metacognition and Learning, 17(3), 773-791. https://doi.org/10.1007/s11409-022-09305-y
[29] Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5
[30] Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
[31] Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In J. Douglas, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). Routledge.
[2] Afzaal, M., Nouri, J., Zia, A., Papapetrou, P., Fors, U., Wu, Y., Li, X., & Weegar, R. (2021b). Explainable AI for data-driven feedback and intelligent action recommendations to support students self-regulation. Frontiers in Artificial Intelligence, 4, Article 723447. https://doi.org/10.3389/frai.2021.723447
[3] Afzaal, M., Zia, A., Nouri, J., & Fors, U. (2023). Informative feedback and explainable AI-based recommendations to support students' self-regulation. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-023-09650-0
[4] Aguilar, S. J., Karabenick, S. A., Teasley, S. D., & Baek, C. (2021). Associations between learning analytics dashboard exposure and motivation and self-regulated learning. Computers & Education, 162, Article 104085. https://doi.org/10.1016/j.compedu.2020.104085
[5] Álvarez, R. P., Jivet, I., Pérez-Sanagustín, M., Scheffel, M., & Verbert, K. (2022). Tools designed to support self-regulated learning in online learning environments: A systematic review. IEEE Transactions on Learning Technologies, 15(4), 508-522. https://doi.org/10.1109/TLT.2022.3193271
[6] Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research?. Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813
[7] Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445-457. https://doi.org/10.1016/S0883-0355(99)00014-2
[8] Bolhuis, S., & Voeten, M. J. M. (2001). Toward self-directed learning in secondary schools: What do teachers do? Teaching and Teacher Education, 17(7), 837-855. https://doi.org/10.1016/S0742-051X(01)00034-8
[9] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
[10] Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129. https://doi.org/10.1016/j.edurev.2008.02.003
[11] Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533. https://doi.org/10.1007/s10648-020-09534-0
[12] Duffy, M. C., & Azevedo, R. (2015). Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system. Computers in Human Behavior, 52, 338-348. https://doi.org/10.1016/j.chb.2015.05.041
[13] Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503. https://doi.org/10.1037/0003-066X.54.7.493
[14] Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2023). Supporting self-regulated learning with learning analytics interventions - a systematic literature review. Education and Information Technologies, 28(3), 3059-3088. https://doi.org/10.1007/s10639-022-11281-4
[15] Jivet, I., Scheffel, M., Drachsler, H., & Specht, M. (2017). Awareness is not enough: Pitfalls of learning analytics dashboards in the educational practice. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning (pp. 82-96). Springer. https://doi.org/10.1007/978-3-319-66610-5_7
[16] Lodge, J. M., Panadero, E., Broadbent, J., & de Barba, P. G. (2018). Supporting self-regulated learning with learning analytics. In J. Lodge, J. Horvath, & L. Corrin (Eds.), Learning Analytics in the Classroom (pp. 45-55). Routledge. http://dx.doi.org/10.4324/9781351113038-4
[17] Matcha, W., Uzir, N. A., Gašević, D., & Pardo, A. (2020). A systematic review of empirical studies on learning analytics dashboards: A self-regulated learning perspective. IEEE Transactions on Learning Technologies, 13(2), 226-245. https://doi.org/10.1109/TLT.2019.2916802
[18] Molenaar, I. (2022). The concept of hybrid human-AI regulation: Exemplifying how to support young learners' self-regulated learning. Computers and Education: Artificial Intelligence, 3, Article 100070. https://doi.org/10.1016/j.caeai.2022.100070
[19] Mollick, E. R., & Mollick, L. (2023). Assigning AI: Seven approaches for students, with prompts (SSRN Scholarly Paper 4475995). https://papers.ssrn.com/abstract=4475995
[20] Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
[21] Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. https://doi.org/10.1080/00313830120074206
[22] Schmidt, S. J. (2020). Distracted learning: Big problem and golden opportunity. Journal of Food Science Education, 19(4), 278-291. https://doi.org/10.1111/1541-4329.12206
[23] Schunk, D. H., & Greene, J. A. (2017). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk, & J. A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd Ed.) (pp. 1-15). Routledge. https://doi.org/10.4324/9781315697048-1
[24] Schwendimann, B. A., Rodríguez-Triana, M. J., Vozniuk, A., Prieto, L. P., Boroujeni, M. S., Holzer, A., Gillet, D., & Dillenbourg, P. (2016). Understanding learning at a glance: An overview of learning dashboard studies. In D. Gašević, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Chairs), Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ‘16 (pp. 532-533). Association for Computing Machinery. https://doi.org/10.1145/2883851.2883930
[25] Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380-1400. https://doi.org/10.1177/0002764213498851
[26] Winne, P. H. (1995). Self-regulation is ubiquitous but its forms vary with knowledge. Educational Psychologist, 30(4), 223-228. https://doi.org/10.1207/s15326985ep3004_9
[27] Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33(5-6), 559-565. https://doi.org/10.1007/s11251-005-1280-9
[28] Winne, P. H. (2022). Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning. Metacognition and Learning, 17(3), 773-791. https://doi.org/10.1007/s11409-022-09305-y
[29] Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5
[30] Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
[31] Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In J. Douglas, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299-315). Routledge.