Tracking patterns in self-regulated learning using students' self-reports and online trace data

For decades, self-report instruments - which rely heavily on students' perceptions and beliefs - have been the dominant way of measuring motivation and strategy use. An event-based measure based on online trace data arguably has the potential to remove analytical restrictions of self-report mea...

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Bibliographic Details
Published in:Frontline learning research 2020, Vol.8 (3), p.140-163
Main Authors: Halem, Nicolette Van, Klaveren, Chris Van, Drachsler, Hendrik, Schmitz, Marcel, Cornelisz, Ilja
Format: Article
Language:English
Subjects:
College Students
Comparative Analysis
Computer Software
Data Analysis
Daten
E-Learning
Ereignis
Foreign Countries
Grades (Scholastic)
Independent Study
Instructional Design
Komplementarität
Learning Motivation
Learning Processes
Learning Strategies
Lernen
Lernverhalten
Management Systems
Measurement Techniques
Messung
Metacognition
Methode
Motivation
Online
Online Courses
Questionnaires
Required Courses
Selbstbeobachtung
Selbstgesteuertes Lernen
Self Efficacy
Statistics
Strategie
Student
Student Attitudes
Student Behavior
Study Habits
Varianz
Verhaltensmuster
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Summary:For decades, self-report instruments - which rely heavily on students' perceptions and beliefs - have been the dominant way of measuring motivation and strategy use. An event-based measure based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance and reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies using online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added value of innovative and traditional methods of measuring motivation and strategy use. (DIPF/Orig.)
ISSN:2295-3159
2295-3159
DOI:10.14786/flr.v8i3.497