"I Should, but I Don't Feel Like It": Overcoming Obstacles in Upper Secondary Students' Self-regulation Using Learning Analytics

Q3 Social Sciences

Studia Paedagogica Pub Date : 2024-04-02 DOI:10.5817/sp2023-3-4

Mattias Wickberg Hugerth, Nouri Jalal

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引用次数: 1

Abstract

While research has been conducted on self-regulated learning in relation to learning analytics, there remains a knowledge gap regarding the obstacles secondary education students face in regulating their learning and how learning analytics can support their self-regulation. This paper investigates two questions: 1) What challenges do secondary education students experience in the process of regulating their own learning?, and 2) What information and data do secondary education students need to better regulate their own learning? We conducted a study at a mid-sized upper secondary school in middle Sweden, to better understand how these issues manifest among students. We analyzed data collected by the school twice annually between 2015 and 2022, and administered a questionnaire to 224 students to answer the research questions. Through descriptive statistics and a thematic analysis, we identify prevalent problems that students encounter, as well as the necessary information that is essential for scaffolding self-regulated learning. We discuss the implications of our findings for the design of systems that provide students with relevant data to enhance their learning experiences.

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"我应该，但我不喜欢"：利用学习分析克服高中生自我调节的障碍

虽然已经开展了与学习分析有关的自我调节学习研究，但对于中学生在调节学习方面所面临的障碍以及学习分析如何支持他们的自我调节，仍然存在知识空白。本文探讨了两个问题：1）中学生在调节自己的学习过程中会遇到哪些挑战？2）中学生需要哪些信息和数据来更好地调节自己的学习？我们在瑞典中部一所中等规模的高中开展了一项研究，以更好地了解这些问题在学生中的表现形式。我们分析了学校在 2015 年至 2022 年期间每年两次收集的数据，并对 224 名学生进行了问卷调查，以回答研究问题。通过描述性统计和主题分析，我们确定了学生遇到的普遍问题，以及对支架式自我调节学习至关重要的必要信息。我们讨论了我们的研究结果对设计为学生提供相关数据以增强其学习体验的系统的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.

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