Analytics of learning strategies: Role of course design and delivery modality

Matcha, W; Gašević, D; Ahmad Uzir, N; Jovanović, J; Pardo, A; Lim, L; Maldonado-Mahauad, J; Gentili, S; Pérez-Sanagustín, M; Tsai, YS

Analytics of learning strategies: Role of course design and delivery modality

Matcha, W Gašević, D Ahmad Uzir, N Jovanović, J Pardo, A Lim, L

Maldonado-Mahauad, J Gentili, S Pérez-Sanagustín, M Tsai, YS

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Publisher:: Society for Learning Analytics Research
Publication Type:: Journal Article
Citation:: Journal of Learning Analytics, 2020, 7, (2), pp. 45-71
Issue Date:: 2020-09-19

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Field	Value	Language
dc.contributor.author	Matcha, W
dc.contributor.author	Gašević, D
dc.contributor.author	Ahmad Uzir, N
dc.contributor.author	Jovanović, J
dc.contributor.author	Pardo, A
dc.contributor.author	Lim, L https://orcid.org/0000-0002-3517-8269
dc.contributor.author	Maldonado-Mahauad, J
dc.contributor.author	Gentili, S
dc.contributor.author	Pérez-Sanagustín, M
dc.contributor.author	Tsai, YS
dc.date.accessioned	2023-01-04T23:03:32Z
dc.date.available	2023-01-04T23:03:32Z
dc.date.issued	2020-09-19
dc.identifier.citation	Journal of Learning Analytics, 2020, 7, (2), pp. 45-71
dc.identifier.issn	1929-7750
dc.identifier.issn	1929-7750
dc.identifier.uri	http://hdl.handle.net/10453/164699
dc.description.abstract	Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.
dc.language	en
dc.publisher	Society for Learning Analytics Research
dc.relation.ispartof	Journal of Learning Analytics
dc.relation.isbasedon	10.18608/JLA.2020.72.3
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1303 Specialist Studies in Education
dc.title	Analytics of learning strategies: Role of course design and delivery modality
dc.type	Journal Article
utslib.citation.volume	7
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access	*
dc.date.updated	2023-01-04T23:03:26Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	7
utslib.citation.issue	2

Abstract:

Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.

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http://hdl.handle.net/10453/164699