{"title":"学习分析反馈过程中自我调节学习的分析：与中学教育中反馈素养的关联","authors":"Flora Ji-Yoon Jin, Debarshi Nath, Rui Guan, Tongguang Li, Xinyu Li, Rafael Ferreira Mello, Luiz Rodrigues, Cleon Pereira Junior, Heba Abuzayyad-Nuseibeh, Mladen Raković, Roberto Martinez-Maldonado, Dragan Gašević, Yi-Shan Tsai","doi":"10.1111/jcal.70076","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>A key skill for self-regulated learners is the ability to critically interpret and act on feedback—key components of feedback literacy. Yet, the connection between feedback literacy and self-regulated learning (SRL) remains underexplored, particularly in terms of how different levels of feedback literacy influence SRL processes in authentic learning contexts.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study aimed to investigate the interplay between feedback literacy and SRL processes among secondary school students while working on a multi-source writing task using an online learning analytics (LA) platform.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The study involved 99 secondary school students from multiple nations (Brazil, UAE, India, and Australia) engaged in multi-source writing tasks. Students received personalised scaffolding feedback designed to enhance their SRL processes. Using K-medoids clustering, students were grouped based on their self-reported feedback literacy levels. Ordered Network Analysis (ONA) was employed to visualise and analyse trace data from the learning analytics platform, revealing SRL strategies across different feedback literacy profiles.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Analysis of data from the 99 participants revealed two distinct feedback literacy groups with different SRL patterns. Proactive Feedback Engagers (<i>n</i> = 55) initially showed less effective SRL strategies but demonstrated significant improvement after receiving scaffolding interventions, adopting more balanced and adaptive regulation processes. In contrast, Moderate Feedback Engagers (<i>n</i> = 48) began with a more strategic approach but showed less adaptability as the task progressed, diverging from suggested SRL processes. These findings imply the need for more adaptive scaffolding approaches based on students' feedback literacy levels, highlighting the importance of tailored support in developing learning strategies based on different levels of feedback literacy.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70076","citationCount":"0","resultStr":"{\"title\":\"Analytics of Self-Regulated Learning in Learning Analytics Feedback Processes: Associations With Feedback Literacy in Secondary Education\",\"authors\":\"Flora Ji-Yoon Jin, Debarshi Nath, Rui Guan, Tongguang Li, Xinyu Li, Rafael Ferreira Mello, Luiz Rodrigues, Cleon Pereira Junior, Heba Abuzayyad-Nuseibeh, Mladen Raković, Roberto Martinez-Maldonado, Dragan Gašević, Yi-Shan Tsai\",\"doi\":\"10.1111/jcal.70076\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>A key skill for self-regulated learners is the ability to critically interpret and act on feedback—key components of feedback literacy. Yet, the connection between feedback literacy and self-regulated learning (SRL) remains underexplored, particularly in terms of how different levels of feedback literacy influence SRL processes in authentic learning contexts.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>This study aimed to investigate the interplay between feedback literacy and SRL processes among secondary school students while working on a multi-source writing task using an online learning analytics (LA) platform.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The study involved 99 secondary school students from multiple nations (Brazil, UAE, India, and Australia) engaged in multi-source writing tasks. Students received personalised scaffolding feedback designed to enhance their SRL processes. Using K-medoids clustering, students were grouped based on their self-reported feedback literacy levels. Ordered Network Analysis (ONA) was employed to visualise and analyse trace data from the learning analytics platform, revealing SRL strategies across different feedback literacy profiles.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>Analysis of data from the 99 participants revealed two distinct feedback literacy groups with different SRL patterns. Proactive Feedback Engagers (<i>n</i> = 55) initially showed less effective SRL strategies but demonstrated significant improvement after receiving scaffolding interventions, adopting more balanced and adaptive regulation processes. In contrast, Moderate Feedback Engagers (<i>n</i> = 48) began with a more strategic approach but showed less adaptability as the task progressed, diverging from suggested SRL processes. These findings imply the need for more adaptive scaffolding approaches based on students' feedback literacy levels, highlighting the importance of tailored support in developing learning strategies based on different levels of feedback literacy.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 4\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70076\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70076\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70076","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Analytics of Self-Regulated Learning in Learning Analytics Feedback Processes: Associations With Feedback Literacy in Secondary Education
Background
A key skill for self-regulated learners is the ability to critically interpret and act on feedback—key components of feedback literacy. Yet, the connection between feedback literacy and self-regulated learning (SRL) remains underexplored, particularly in terms of how different levels of feedback literacy influence SRL processes in authentic learning contexts.
Objectives
This study aimed to investigate the interplay between feedback literacy and SRL processes among secondary school students while working on a multi-source writing task using an online learning analytics (LA) platform.
Methods
The study involved 99 secondary school students from multiple nations (Brazil, UAE, India, and Australia) engaged in multi-source writing tasks. Students received personalised scaffolding feedback designed to enhance their SRL processes. Using K-medoids clustering, students were grouped based on their self-reported feedback literacy levels. Ordered Network Analysis (ONA) was employed to visualise and analyse trace data from the learning analytics platform, revealing SRL strategies across different feedback literacy profiles.
Results and Conclusions
Analysis of data from the 99 participants revealed two distinct feedback literacy groups with different SRL patterns. Proactive Feedback Engagers (n = 55) initially showed less effective SRL strategies but demonstrated significant improvement after receiving scaffolding interventions, adopting more balanced and adaptive regulation processes. In contrast, Moderate Feedback Engagers (n = 48) began with a more strategic approach but showed less adaptability as the task progressed, diverging from suggested SRL processes. These findings imply the need for more adaptive scaffolding approaches based on students' feedback literacy levels, highlighting the importance of tailored support in developing learning strategies based on different levels of feedback literacy.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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