Analytics of Learning Strategies: Role of Course Design and Delivery Modality

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dc.contributor.authorMatcha, Wannisa
dc.contributor.authorGasevic, Dragan
dc.contributor.authorUzir, Nora'ayu Ahmad
dc.contributor.authorJovanovic, Jelena
dc.contributor.authorPardo, Abelardo
dc.contributor.authorLim, Lisa
dc.contributor.authorMaldonado-Mahauad, Jorge
dc.contributor.authorGentili, Sheridan
dc.contributor.authorPerez-Sanagustin, Mar
dc.contributor.authorTsai, Yi-Shan
dc.date.accessioned2025-01-23T19:56:56Z
dc.date.available2025-01-23T19:56:56Z
dc.date.issued2020
dc.description.abstractGeneralizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.
dc.description.funderDireccion de Investigacion de la Universidad de Cuenca (DIUC), Cuenca-Ecuador, under the project "Analitica del aprendizaje para el estudio de estrategias de aprendizaje autorregulado en un contexto de aprendizaje hibrido"
dc.fuente.origenWOS
dc.identifier.doi10.18608/jla.2020.72.3
dc.identifier.eissn1929-7750
dc.identifier.urihttps://doi.org/10.18608/jla.2020.72.3
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/100721
dc.identifier.wosidWOS:000573840100003
dc.issue.numero2
dc.language.isoen
dc.pagina.final71
dc.pagina.inicio45
dc.revistaJournal of learning analytics
dc.rightsacceso restringido
dc.subjectLearning strategies
dc.subjectlearning tactics
dc.subjectdata mining
dc.subjectself-regulated learning
dc.subjectmodality
dc.subjectcourse design
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleAnalytics of Learning Strategies: Role of Course Design and Delivery Modality
dc.typeartículo
dc.volumen7
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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