Literaturnachweis - Detailanzeige
| Autor/in | Karaoglan Yilmaz, Fatma Gizem |
|---|---|
| Titel | Modeling Different Variables in Flipped Classrooms Supported with Learning Analytics Feedback = Ögrenme Analitigi Geribildirimleri ile Desteklenmis Ters-Yüz Ögrenme Ortaminin Çesitli Degiskenler Açisindan Modellenmesi |
| Quelle | 1 (2020) 2, S.78-93 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Karaoglan Yilmaz, Fatma Gizem) |
| Sprache | englisch; türkisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Blended Learning; Learning Analytics; Feedback (Response); Individualized Instruction; Integrated Learning Systems; Correlation; Inquiry; Communities of Practice; Self Efficacy; Reflection; Thinking Skills; Problem Solving; Metacognition; Computer Science Education; College Students; Foreign Countries; Public Colleges; Turkey |
| Abstract | The aim of this research is to examine the relationships between students' community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills, and metacognitive awareness in a flipped learning environment supported by personalized recommendation and guidance messages based on learning analytics. For this purpose, personalized recommendation and guidance were made based on the weekly learning analytics results of the students through the learning management system. In the research, the status of community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness were determined and the structural relationships between them were tried to be revealed. The research was carried out in the Computer I course, carried out with the flipped learning approach. The research was carried out on 117 university students. As a result of the research, students' community of inquiry levels are high; academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness levels were found to be moderate. It has been observed that community of inquiry has a significant effect on academic self-efficacy. Academic self-efficacy was found to significantly affect reflective thinking skills and problem-solving skills. It was demonstrated that reflective thinking skills and problem-solving skills significantly affect metacognitive awareness. This research is important in terms of revealing the relationships between structural variables in a flipped learning supported by personalized recommendation and guidance feedbacks based on learning analytics. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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