Tracking Patterns in Self-Regulated Learning Using Students' Self-Reports and Online Trace Data

Autor/inn/en	van Halema, Nicolette; van Klaveren, Chris; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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