Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom

Forfattere

DOI:

https://doi.org/10.7577/seminar.4690

Emneord (Nøkkelord):

self-regulated learning, learning analytics, elementary school pupils

Sammendrag

The importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers.

Forfatterbiografier

Sanna Väisänen, University of Eastern Finland

Sanna Väisänen (PhD, Education) works as a Postdoctoral Researcher at the School of Applied Educational Science and Teacher Education, University of Eastern Finland, Finland. Her research interests are in learning analytics, self-regulated learning, and well-being.

Susanne Hallberg, University of Eastern Finland

Susanne Hallberg (M. A., Ed.) is a Project Researcher and a Doctoral Student at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Susanne’s research interests comprise pedagogical usability aspects of innovative physical and digital learning environments, and educational technology.

Teemu Valtonen, University of Eastern Finland

Teemu Valtonen (PhD, Education) works as a Professor at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. His research interests lie in the use of Information and Communication Technology (ICT) in education, targeting especially on pre-service teachers’ skills and readiness to use ICT in education, mainly within Technological Pedagogical Content Knowledge (TPACK) and Theory of Planned Behavior (TPB) frameworks.

Ida-Auroora Tervo, University of Eastern Finland

Ida-Auroora Tervo (M. A., Ed.) conducted her master’s thesis in the OAHOT-project. She currently works as a teacher in elementary school.

Jenni Kankaanpää, University of Eastern Finland

Jenni Kankaanpää (M. A., Ed.) is a Project Researcher and a Doctoral Student at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Her research interests lie in higher education teachers’ pedagogical development work, flipped and blended learning, and learning analytics.

Erkko Sointu, University of Eastern Finland

Erkko Sointu (PhD, Education) works as a Professor of Special Education at the School of Educational Sciences and Psychology, University of Eastern Finland. His current research efforts focus on research studies of higher education students, teacher education, learning analytics, child behavior assessment, and students’ strengths.

Laura Hirsto, University of Eastern Finland

Laura Hirsto (PhD, Education) is a Professor of Educational Science at the School of Applied Educational Science and Teacher Education, University of Eastern Finland. Her research has focused on the contextual research-based development of teaching, the contextual learning and motivational processes of university students. Her current research focuses on contextualized teaching-learning processes and self-regulated learning supported by learning analytics in various contexts from primary level to higher education. She is the leader of the learning analytics OAHOT project.

Referanser

Alvi, E., & Gillies R. M. (2021). Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels. Educational Review, 1–23 https://doi.org/10.1080/00131911.2021.1948390

Boekaerts. M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 31(6), 445–457

https://doi.org/10.1016/S0883-0355(99)00014-2

Carvalho, L., & Goodyear, P. (Eds.). (2014). The architecture of productive learning networks. New York: Routledge. https://doi.org/10.4324/9780203591093

Carvalho, L., Nicholson, T., Yeoman, P. & Thibaut, P. (2020) Space matters: framing the New Zealand learning landscape. Learning Environ Res 23(3), 307–329. https://doi.org/10.1007/s10984-020-09311-4

Dignath, C., Buettner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1007/s11409-018-9181-x

Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127–157.

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Finnish National Agency for Education (EDUFI). (2014). National core curriculum for basic education. Publications 2016:5. Finnish National Agency for Education.

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K–12 Edition. Austin, Texas: The New Media Consortium.

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71.

https://doi.org/10.1007/s11528-014-0822-x

Griffee, D. T. (2005). Research tips: Classroom observation data collection, part 1. Journal of Development Education, 29(1), 42.

González-Martínez, J. A., Bote-Lorenzo, M. L., Gómez-Sánchez, E., & Cano-Parra, R. (2015). Cloud computing and education: A state-of-the-art survey. Computers & Education, 80, 132–151. https://doi.org/10.1016/j.compedu.2014.08.017

Corbett, A. T., Koedinger, K. R., & Anderson, J. R. (1997). Intelligent tutoring systems. In Handbook of human-computer interaction (pp. 849–874). North-Holland. https://doi.org/10.1016/B978-044481862-1.50103-5

Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York, NY: Routledge.

Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264. https://doi.org/10.1177/016146811111300204

Hinton, T., Yeoman, P., Carvalho, L., Parisio, M., Day, M., Byrne, S., Bell, A., Donohoe, K., Radford, J., Tregloan, P., Poronnik, P., & Goodyear, P. (2014). Participating in the communication of science: Identifying relationships between laboratory space designs and students’ activities. International Journal of Innovation in Science and Mathematics Education, 22(5), 30–42.

Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938. https://doi.org/10.1007/s11423-016-9477-y

Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240.

https://doi.org/10.1007/s10758-014-9226-4

LAK (2011). What is learning analytics? Retrieved from https://www.solaresearch.org/about/what-islearning-analytics, 16 April, 2021

Lerkkanen, M.-K., Kiuru, N., Pakarinen, E., Poikkeus, A.-M., Rasku-Puttonen, H., Siekkinen, M., & Nurmi, J.-E. (2016). Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school. Early Childhood Research Quarterly, 36, 145–156. https://doi.org/10.1016/j.ecresq.2015.12.023

Knight, S., & Buckingham Shum, S. (2017). Theory and Learning Analytics. In Lang, C., Siemens, G., Wise, A., & Gasevic, D. (Eds.) Handbook of Learning Analytics. New York, NY, USA: SOLAR, Society for Learning Analytics and Research. https://doi.org/10.18608/hla17.001

Lei, J., & Zhao, Y. (2008). One-to-one computing: What does it bring to schools? Journal of Educational Computing Research, 39(2), 97–122. https://doi.org/10.2190/EC.39.2.a

McLoughlin, C., & Lee, M. J. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1). https://doi.org/0.14742/ajet.1100

Manninen, J., Koivunen, A., & Passi, S. (2007). Oppimista tukevat ympäristöt: Johdatus oppimisympäristöajatteluun. Opetushallitus.

Murdoch-Eaton, D., & Whittle, S. (2012). Generic skills in medical education: Developing the tools for successful lifelong learning. Medical Education, 46(1), 120–128. https://doi.org/10.1111/j.1365-2923.2011.04065.x

Nussbaumer, A., Dahn, I., Kroop, S., Mikroyannidis, A., & Albert, D. (2015). Supporting self-regulated learning. In S. Kroop, A. Mikroyannidis, & M. Wolpers (Eds.), Responsive Open Learning Environments (pp. 17–48). Springer, Cham. https://doi.org/10.1007/978-3-319-02399-1_2

Phillips, T., & Ozogul, G. (2020). Learning analytics research in relation to educational technology: Capturing learning analytics contributions with bibliometric analysis. TechTrends, 64, 878–886. https://doi.org/10.1007/s11528-020-00519-y

Panadero, E, Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004

Park. Y., & Jo I. H. (2015). Development of learning analytics dashboard to support students learning performance. Journal of Universal Computer Science, 21(1), 110.

Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15. https://doi.org/10.1207/S15326985EP3701_2

Kangas, M. & Rasi, P. (2021). Phenomenon-Based learning of multiliteracy in a Finnish upper secondary school, Media Practice and Education, https://doi.org/10.1080/25741136.2021.1977769

Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53–64. https://doi.org/10.1007/BF02504506

Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78, 397–407. doi: 10.1016/j.chb.2017.06.303 https://doi.org/10.1016/j.chb.2017.06.030

Schunk, D., & Zimmerman, B. (2008). Motivation and self-regulated learning. Theory, research, and applications. New York: Routledge. (vii–ix).

Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19(3), 375–397 doi: 10.1016/j.ecresq.2004.07.007

Valtonen, T., López-Pernas, S., Saqr, M., Vartiainen, H., Sointu, E. T., & Tedre, M. (2022). The nature and building blocks of educational technology research. Computers in Human Behavior, 128, 107123. https://doi.org/10.1016/j.chb.2021.107123

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for the 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44, 299–321. https://doi.org/10.1080/00220272.2012.668938

Winne P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In

D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning.

Theory, Research, and Applications (pp. 294–304). New York: Routledge. https://doi.org/10.4135/9781412964012.n19

Zhang. Y. G., & Dang, M. Y. (2020). Understanding essential factors in influencing technology-supported learning: A model toward blended learning success. Journal of Information Technology Education: Research, 19 https://doi.org/10.28945/4597

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–40). Academic Press, San Diego, California

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64–79. https://doi.org/10.1207/s15430421tip4102_2

Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York: Routledge.

Nedlastinger

Publisert

2022-07-01

Hvordan referere

Väisänen, S., Hallberg, S., Valtonen, T., Tervo, I.-A., Kankaanpää, J., Sointu, E., & Hirsto, L. (2022). Pupils’ experiences of learning analytics visualizations in supporting self-regulated learning in an elementary school classroom. Seminar.net, 18(1). https://doi.org/10.7577/seminar.4690

Utgave

Vol 18 Nr. 1 (2022): Special Issue MEC21

Seksjon

Articles

Lisens

Opphavsrett 2022 Sanna Väisänen, Susanne Hallberg, Teemu Valtonen, Ida-Auroora Tervo, Jenni Kankaanpää, Erkko Sointu, Laura Hirsto

Creative Commons License

Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.

Seminar.net is a fully open access journal, which means that all articles are available on the internet to all users immediately upon publication. Use and distribution in any medium is permitted, provided the author and the journal are properly credited. The journal allow reuse and remixing of content in accordance with a Creative Commons license CC-BY

  • The journal allows the author(s) to hold the copyright without restrictions.
  • The journal allows the author(s) to retain publishing rights without restrictions.
  • Seminar.net does not charge authors for publishing with us.