Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler
{"title":"来自有爱的学生:高等教育中学习者目标、自主学习与学习分析意义建构的实证研究","authors":"Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler","doi":"10.1016/j.iheduc.2020.100758","DOIUrl":null,"url":null,"abstract":"<div><p>Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: <em>transparency of design</em>, <em>reference frames</em> and <em>support for action</em>. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4000,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100758","citationCount":"54","resultStr":"{\"title\":\"From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education\",\"authors\":\"Ioana Jivet , Maren Scheffel , Marcel Schmitz , Stefan Robbers , Marcus Specht , Hendrik Drachsler\",\"doi\":\"10.1016/j.iheduc.2020.100758\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: <em>transparency of design</em>, <em>reference frames</em> and <em>support for action</em>. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.</p></div>\",\"PeriodicalId\":48186,\"journal\":{\"name\":\"Internet and Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":6.4000,\"publicationDate\":\"2020-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.iheduc.2020.100758\",\"citationCount\":\"54\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internet and Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1096751620300348\",\"RegionNum\":1,\"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":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751620300348","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education
Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.
期刊介绍:
The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.