The impacts of constructivist learning design and learning analytics on students' engagement and self-regulation

被引：20

作者：

Banihashem, Seyyed Kazem ^{[1
,2
]}

Farrokhnia, Mohammadreza ^{[2
]}

Badali, Mehdi ^{[3
]}

Noroozi, Omid ^{[2
]}

机构：

[1] Allameh Tabatabai Univ, Educ Technol, Tehran, Iran

[2] Wageningen Univ & Res, Educ & Learning Sci, Wageningen, Netherlands

[3] Tarbiat Modares Univ, Fac Humanities, Tehran, Iran

来源：

INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL | 2022年 / 59卷 / 04期

关键词：

Constructivism; learning design; learning analytics; engagement; self-regulation; higher education;

D O I：

10.1080/14703297.2021.1890634

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

So far, the synergistic relationship between learning design and learning analytics and its impact on learners' educational practices have been investigated. However, little work has been done to show how integrated learning design based on constructivism learning theory and learning analytics can affect learners' engagement and self-regulation. Thus, this study aimed to investigate the effect of the Constructivist Learning Design and Learning Analytics (CLDLA) Model on learners' engagement and self-regulation. In this experimental study, 50 graduate students at Iranian' Allameh Tabataba'i University were asked to participate in a Moodle course called "Teaching Skills" and fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two steps as a pre-test and post-test measurements. Analysis of the data indicated that the CLDLA model has a positive impact on learners' engagement and self-regulation. Based on the results, recommendations for further research and educational practices are suggested.

引用

页码：442 / 452

页数：11

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