Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

• Published in: International journal of artificial intelligence in education 2021-12, Vol.31 (4), p.980-1021
• Main Authors: Fan, Yizhou, Matcha, Wannisa, Uzir, Nora’ayu Ahmad, Wang, Qiong, Gašević, Dragan
• Format: Article
• Language: English
• Subjects: A festschrift in honour of Jim Greer; Artificial Intelligence; Cluster analysis; Cognition & reasoning; Computer Science; Computers and Education; Data Collection; Designers; Educational Policy; Educational Research; Educational Technology; Epistemology; Flipped Classroom; Foreign Countries; Independent Study; Instructional Design; Learning; Learning Analytics; Learning Processes; Learning Strategies; Mathematical analysis; Multivariate Analysis; Network Analysis; Online Courses; Pedagogy; Research methodology; Skills; Tactics; User Interfaces and Human Computer Interaction
• ISSN: 1560-4292; 1560-4306
• DOI: 10.1007/s40593-021-00249-z

The importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics ( Search oriented , Content and assessment oriented , Content oriented and Assessment oriented ) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.