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The use of Learning Analytics to explore sequences of self-regulated learning in moocs

my slides to the learning and student analytics symposium in Nancy France #LSAC2019

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The use of Learning Analytics to explore sequences of self-regulated learning in moocs

  1. 1. The Use of Learning Analytics to Explore Sequences of Self-Regulated Learning in MOOCs Dr. Mohammad Khalil LSAC 2019 Nancy, France 22.10.2019
  2. 2. Who am I? Mohammad Khalil @TUMohdKhalil http://mohdkhalil.wordpress.com
  3. 3. This extended abstract is based on a full study carried out and is now published in Computers & Education Journal For full reference: Wong, J., Khalil, M., Baars, M., de Koning, B., & Paas, F. (2019). Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course. Computers & Education, 140, 103595. 3
  4. 4. 4
  5. 5. https://www.classcentral.com/moocs-year-in-review-2018
  6. 6. 6 No, they are not, But they are Evolving!
  7. 7. How learners study in MOOCs? 7
  8. 8. MOOC & Learners 8 ● MOOCs are autonomous ● MOOCs are designed linearly ● Students are free to pick their activities ● Students can skip any activity ● Therefore, learners should self-monitor their progress ● And, self-regulate their learning!!
  9. 9. The self-regulated learning theory 9
  10. 10. Self-Regulated Learning (SRL) SRL processes are seen as “the processes whereby students activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals.” - Zimmerman & Schunk, 2011
  11. 11. Learning Analytics & MOOCs?? 11 Engagement
  12. 12. Mapping MOOC learner engagement (profiles) 12
  13. 13. So, where is the Learning Analytics potential with MOOCs and SRL? 14
  14. 14. “ … traces being behavioral manifestations of motivational, cognitive, and metacognitive events measure SRL more adequately than self-reports and think-aloud protocols - Winnie 15
  15. 15. How can we measure SRL using Learning Analytics? 16
  16. 16. LA & SRL 17 ● Frequency of the observed actions ○ e.g. the number of times a learner watched a video ● The transition state ○ e.g. the activity that a learner begins after ending the previous activity ● The sequence of transitions that regularly occurs ○ e.g. learners proceed to a discussion after viewing a video followed by completing a quiz Through: (Winnie, 2010)
  17. 17. The case study 18
  18. 18. ● MOOC: Serious Gaming MOOC, Erasmus Rotterdam University ● Participants: 655 learners ● Activities: video lectures, reading, quizzes, peer assignments, and discussion forums ● Time frame: 6 weeks
  19. 19. Intervention Design… 20
  20. 20. Forethought Monitoring Reflection
  21. 21. ● Participants: 655 learners, 222 with SRL prompts ● Two main cohorts: SRL prompt-viewers and non-viewers ● 103 learners were identified as active learners (i.e., learners who completed at least one activity). ● The 103 learners were further grouped as i) learners who watched at least one of the weekly SRL-prompt videos (SRL-prompt viewers, n = 39) and ii) learners who did not watch any of the SRL-prompt videos (SRL-prompt non-viewers, n = 64).
  22. 22. The Learning Analytics approach & results 23
  23. 23. How students interacted after the interventions?
  24. 24. How students interacted with all the activities? SRL-prompt viewers had: • More activities watched • Higher frequency • Participated in discussion prompts • Did more quizzes and assignments
  25. 25. SRL-Viewers SRL-non Viewers
  26. 26. What was the order of shopped activities when applying the SRL intervention?
  27. 27. Main messages 29
  28. 28. Conclusion 30 ● SRL is a broad and complex construct and supporting SRL in MOOCs is challenging as MOOC users are heterogenous. ● Learning Analytics afford opportunities to learners to exercise SRL. for researchers – to collect, measure and report data about learner, and their learning environments, and for teachers to help students to develop their SRL. ● Using Learning Analytics, we can evaluate SRL strategies and learners’ responsiveness.
  29. 29. Conclusion 31 ● There are differences in sequential patterns of learner activities between those who viewed the SRL-prompts and those who did not. ● SRL-prompt viewers tend to follow the structure of the course provided by the instructor and whereas this was less so in the group of SRL-prompt non-viewers. ● SRL-prompt viewers interacted with more course activities
  30. 30. 32 Thank you Mohammad Khalil @TUMohdKhalil Email: mohammad.khalil@uib.no