Exploring students' self-regulated learning in online learning
environments : The multimodal learning analytics approach

D 2023

Exploring students' self-regulated learning in online learning environments : The multimodal learning analytics approach

JUHAŇÁK, Libor

Základní údaje

Originální název

Exploring students' self-regulated learning in online learning environments : The multimodal learning analytics approach

Autoři

JUHAŇÁK, Libor (203 Česká republika, garant, domácí)

Vydání

Palma, Spain, EDULEARN23 Proceedings, od s. 8038-8045, 8 s. 2023

Nakladatel

IATED

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

URL

Kód RIV

RIV/00216224:14210/23:00134405

Organizační jednotka

Filozofická fakulta

ISBN

978-84-09-52151-7

ISSN

DOI

http://dx.doi.org/10.21125/edulearn.2023.2084

Klíčová slova anglicky

self-regulated learning;online learning environment;multimodal learning analytics

Štítky

rivok

Změněno: 11. 3. 2024 16:47, Mgr. et Mgr. Stanislav Hasil

Anotace

V originále

Self-regulated learning (SRL) has received increasing attention in educational research in recent years. However, a number of questions and uncertainties remain when focusing specifically on SRL in the context of online learning environments. Therefore, in order to extend the existing knowledge in this area of research, it seems beneficial to focus attention not only on traditional research methods of measuring SRL, but also on different ways of analyzing the digital traces that learners leave in online learning environments as they use them. One of the possible approaches that seems to be particularly promising is the so-called multimodal learning analytics, which focuses on the use and combination of different types of data to understand the learning process (not only) in online learning environments. This paper presents the results of an analysis focused on a combination of questionnaire data and student data on their behavior in an online learning environment. Data collection was conducted in three waves over three different semesters, with students in different courses being contacted each semester. The questionnaire measured different dimensions of SRL such as goal orientation, effort regulation, planning and organizing, metacognitive self-regulation, elaboration, etc. Data from the questionnaire were then integrated with data from an online learning environment. Primarily, these were so-called logs that recorded the students' behavior in each course in the online learning environment. Several proxy indicators of different aspects of learning and self-regulation were extracted from the records of students' behavior in the online learning environment. These indicators included, for example, the number of visits, the regularity of visits, and the total time spent in the course in the online learning environment. The main objective of this paper is to answer the question of whether it is possible to observe a relationship between the level of different dimensions of students' SRL measured by the questionnaire and their actual behavior in the online learning environment measured by proxy indicators extracted from the log records.

Návaznosti

GA21-08218S, projekt VaV

Název: Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Investor: Grantová agentura ČR, Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Citovat

JUHAŇÁK, Libor. Exploring students' self-regulated learning in online learning environments : The multimodal learning analytics approach. Online. In EDULEARN23 Proceedings. Palma, Spain: IATED, 2023, s. 8038-8045. ISBN 978-84-09-52151-7. Dostupné z: https://dx.doi.org/10.21125/edulearn.2023.2084.

@inproceedings{2371799,
   author = {Juhaňák, Libor},
   address = {Palma, Spain},
   booktitle = {EDULEARN23 Proceedings},
   doi = {http://dx.doi.org/10.21125/edulearn.2023.2084},
   keywords = {self-regulated learning;online learning environment;multimodal learning analytics},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {Palma, Spain},
   isbn = {978-84-09-52151-7},
   pages = {8038-8045},
   publisher = {IATED},
   title = {Exploring students' self-regulated learning in online learning environments : The multimodal learning analytics approach},
   url = {https://doi.org/10.21125/edulearn.2023.2084},
   year = {2023}
}

TY  - JOUR
ID  - 2371799
AU  - Juhaňák, Libor
PY  - 2023
TI  - Exploring students' self-regulated learning in online learning environments : The multimodal learning analytics approach
PB  - IATED
CY  - Palma, Spain
SN  - 9788409521517
KW  - self-regulated learning;online learning environment;multimodal learning analytics
UR  - https://doi.org/10.21125/edulearn.2023.2084
N2  - Self-regulated learning (SRL) has received increasing attention in educational research in recent years. However, a number of questions and uncertainties remain when focusing specifically on SRL in the context of online learning environments. Therefore, in order to extend the existing knowledge in this area of research, it seems beneficial to focus attention not only on traditional research methods of measuring SRL, but also on different ways of analyzing the digital traces that learners leave in online learning environments as they use them. One of the possible approaches that seems to be particularly promising is the so-called multimodal learning analytics, which focuses on the use and combination of different types of data to understand the learning process (not only) in online learning environments. This paper presents the results of an analysis focused on a combination of questionnaire data and student data on their behavior in an online learning environment. Data collection was conducted in three waves over three different semesters, with students in different courses being contacted each semester. The questionnaire measured different dimensions of SRL such as goal orientation, effort regulation, planning and organizing, metacognitive self-regulation, elaboration, etc. Data from the questionnaire were then integrated with data from an online learning environment. Primarily, these were so-called logs that recorded the students' behavior in each course in the online learning environment. Several proxy indicators of different aspects of learning and self-regulation were extracted from the records of students' behavior in the online learning environment. These indicators included, for example, the number of visits, the regularity of visits, and the total time spent in the course in the online learning environment. The main objective of this paper is to answer the question of whether it is possible to observe a relationship between the level of different dimensions of students' SRL measured by the questionnaire and their actual behavior in the online learning environment measured by proxy indicators extracted from the log records.
ER  -

JUHAŇÁK, Libor. Exploring students' self-regulated learning in online learning environments : The multimodal learning analytics approach. Online. In \textit{EDULEARN23 Proceedings}. Palma, Spain: IATED, 2023, s.~8038-8045. ISBN~978-84-09-52151-7. Dostupné z: https://dx.doi.org/10.21125/edulearn.2023.2084.

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