Learning Analytics Based Feedback and Recommendations in Flipped Classrooms: An Experimental Study in Higher Education

Autor/inn/en	Ustun, Ahmet Berk; Zhang, Ke; Karaoglan-Yilmaz, Fatma Gizem; Yilmaz, Ramazan
Titel	Learning Analytics Based Feedback and Recommendations in Flipped Classrooms: An Experimental Study in Higher Education
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 5, S.841-857 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ustun, Ahmet Berk) ORCID (Zhang, Ke) ORCID (Karaoglan-Yilmaz, Fatma Gizem) ORCID (Yilmaz, Ramazan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2022.2040401
Schlagwörter	Learning Analytics; Feedback (Response); Flipped Classroom; Intervention; Academic Achievement; Self Management; College Students; Introductory Courses; Computer Science Education + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Schulleistung; Selbstmanagement; Collegestudent; Einführungskurs; Computer science lessons; Informatikunterricht
Abstract	This mixed-method pretest/post-test experimental study examined the effect of learning analytics (LA)-based interventions on students' academic achievement and self-regulatory skills, and explored students' perceptions of such interventions in flipped classrooms (FC). Sixty-two college students from an introductory computer course were randomly assigned to the experimental or control group, with 31 participants in each condition. In the following 10 weeks, LA-based personalized interventions, including both visual feedback and written recommendations were provided to those in the experimental group on a weekly basis. Quantitative analyses found significant improvements in students' academic achievement as well as their self-regulated learning skills in the treatment group. Consistently, students' comments and feedback confirmed that LA-based interventions were effective in promoting self-regulated learning in FC. The researchers discuss both practical and research implications in FC and in online learning, provide recommendations for the design and advancement of LA-based interventions, and suggest future directions for LA research in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01