The document presents a case study exploring the relationship between self-regulation, online activities, and academic performance in an engineering course. Data was collected from 145 students using a self-regulation questionnaire, records of their online interactions, and academic performance scores. Analysis found a positive correlation between online engagement and performance, but no direct correlation between self-reported self-regulation and scores. The results suggest online activities can support learning when designed to channel self-reflection.

1. Abelardo Pardo, Feifei Han, Robert A. Ellis
Institute for Teaching and Learning, Faculty of Engineering and IT
slideshare.net/abelardo_pardo
EksoBionicsflickr.com
Exploring the relation between Self-regulation,
Online Activities, and Academic Performance: A case study
International Conference on Learning Analytics and Knowledge
University of Edinburgh
29 April 2016
hackNY.orgflickr.com

2. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 2
Suthers, D., & Vebert, K. (2013). Learning Analytics as a "Middle Space". In D. Suthers, K. Verbert, E. Duval & X. Ochoa (Eds.),
Proceedings of the International Conference on Learning Analytics and Knowledge (pp. 2-5): ACM Press.
Learning analytics
tools, methods and
algorithms
Theoretical and
practical aspects of
understanding
learning
Motivation
ThomasJ.Gretelflickr.com

3. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 3
MathesonLearningCommonsflickr.com
Self regulation
• How motivated are your
students?
• Are they metacognitively
engaged?
• How do they react to the
task in a course?
• Can they adjust their
behaviour or strategy?

4. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 4
Self regulation model - 1
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.),
Metacognition in educational theory and practice (pp. 227-304): Routledge.
• Task Conditions: resources,
cues, time, context
• Cognitive conditions: Beliefs,
motivation, knowledge, tactics
• Standards, operations,
products and cognitive
evaluations
• Performance and external
evaluations
LawrenceWongflickr.com

5. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 5
Self regulation model - 2
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers and
students. Learning and Instruction, 7(2), 161-186.
• Content domain
• Cognitive strategies
• Cognitive regulatory strategies
• Meta-cognitive knowledge
and motivational beliefs
• Motivation strategies
• Motivation regulatory
strategies
UniversityofDenverCommonsflickr.com

6. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 6
MatthiasRippflickr.com
Observing student learning actions
• Technology mediation
• Detailed account of learning
steps
• Quantitative information
• Potential connection with
specific objectives, skills

7. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 7
The problem
DavidClowflickr.com
Self-regulated learning:
style of engaging with tasks
that is correlated with
effective learning
Digital footprints: Provide
low-level information about
events in a learning
experience
Can they be combined?
How?

8. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 8
SteveJurvetsonflickr.com
• First year engineering
course (semester)
• Computer Systems
• Blended Learning:
online + 7h face-to-
face per week
• Online participation
accounted for 15% of
course marks
• 145 students

9. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 9
JacquiBrownflickr.com
SRL Instrument
Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance.
Journal of Educational Psychology, 82, 33-40. doi:10.1037//0022-0663.82.1.33
Self-Regulation Section (9 items) of the
Motivated Strategies for Learning Questionnaire (MSLQ)
First week of the semester
Example:
When work is hard I either give up or
study only the easy parts
7 point Likert scale

10. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 10
MarcyLeighflickr.com
Digital Footprint Instrument
• Access any course resource
• Engagement with text sections
• Engagement with video activities
• Engagement with Multiple-
choice questions
• Access to awareness
information
Event counts

11. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 11
ThomasHawkflickr.com
Academic performance
• Lecture preparation (online): 10%
• Tutorial: 10% (5% online)
• Laboratory written report: 5%
• Collaborative Project: 15%
• Midterm exam (MCQ): 20%
• Final exam (MCQ+open): 40%

12. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 12
Data analysis step 1: Exploratory Factor Analysis
Positive self-regulation
strategy
Negative self-
regulation strategy
Two items removed

13. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 13
Data analysis step 2: Correlation Analysis
Access to resources
Positive SR
Performance
Negative SR
Performance
online activity

14. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 14
Data analysis step 3: Clustering + ANOVA
Clusters clearly differentiated
Some event counts consistent with clusters

15. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 15
Data analysis step 4: Structural Equation Model
• No direct negative influence of online activities in AP
• Negative influence of NSRS
• Positive influence of online activities in AP (strong)
• Weak positive influence of PSRS on AP
• Significant indirect influence through online activities

16. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 16
Discussion and Actions
• Different contribution of SRL in this environment
• Engagement with online material is an effective
vehicle to channel improvements
• Consider strategies to reduce negative self-regulation
strategies
• Include reflective tasks as part of the online
activities
• Complement with feedback about self-reflection

17. Exploring the relation between Self-regulation, Online Activities, and Academic Performance: A case studyPardo, Han & Ellis 17
JoseOllerflickr.com
Conclusions
• Explored self-regulation relation with digital footprint
• Three data sources: questionnaire, click stream,
academic performance
• Lack of correlation PSRS and AP
• Strong correlation online activity and AP
• SEM provided relation among factors
• Suggestions to improve design

18. Abelardo Pardo, Feifei Han, Robert A. Ellis
Institute for Teaching and Learning, Faculty of Engineering and IT
slideshare.net/abelardo_pardo
EksoBionicsflickr.com
Exploring the relation between Self-regulation,
Online Activities, and Academic Performance: A case study
International Conference on Learning Analytics and Knowledge
University of Edinburgh
29 April 2016
hackNY.orgflickr.com