Literaturnachweis - Detailanzeige
Autor/inn/en | van Halema, Nicolette; van Klaveren, Chris; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja |
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Titel | Tracking Patterns in Self-Regulated Learning Using Students' Self-Reports and Online Trace Data |
Quelle | In: Frontline Learning Research, 8 (2020) 3, S.140-163 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2295-3159 |
Schlagwörter | Independent Study; Learning Motivation; Learning Strategies; Student Behavior; Data Analysis; Measurement Techniques; Learning Processes; Comparative Analysis; Metacognition; Online Courses; Computer Software; College Students; Foreign Countries; Statistics; Required Courses; Management Systems; Instructional Design; Grades (Scholastic); Student Attitudes; Self Efficacy; Questionnaires; Study Habits; Netherlands; Motivated Strategies for Learning Questionnaire Selbststudium; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student behaviour; Schülerverhalten; Auswertung; Messtechnik; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Online course; Online-Kurs; Collegestudent; Ausland; Statistik; Pflichtkurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Notenspiegel; Self-efficacy; Selbstwirksamkeit; Fragebogen; Study behavior; Study behaviour; Studienverhalten; Niederlande |
Abstract | For decades, self-report instruments -- which rely heavily on students' perceptions and beliefs -- have been the dominant way of measuring motivation and strategy use. Event-based measures based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance. The results also reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies with online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added values of innovative and traditional methods of measuring motivation and strategy use. (As Provided). |
Anmerkungen | European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |