Abstracts
Abstract
Recent advancements in educational technology have enabled teachers to use learning analytics (LA) and flipped classrooms. The present study investigated the impact of a LA-based feedback system on students’ academic achievement and self-regulated learning (SRL) in a flipped learning (FL) environment. The study used a pretest-posttest control group quasi-experimental design with 71 pre-service teachers in the experimental group and 56 pre-service teachers in the control group, both enrolled in an information technology course. The experimental group received LA-based feedback during a 4-week training program in the FL classroom, while the control group did not receive this feedback. Data were collected using an achievement test, an online SRL questionnaire, and a student opinion form. The study found that the students’ SRL and academic achievement were not significantly affected by the LA-based feedback system in FL classrooms. In contrast, according to the qualitative research findings, students claimed the LA-based feedback helped them learn because it allowed them to monitor their learning processes.
Keywords:
- learning analytics,
- flipped learning,
- academic achievement,
- experimental design,
- self-regulation
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Appendices
Biographical notes
Dr. Emine CABI is an Associate Professor of Computer Education and Instructional at Education Faculty, Başkent University. Dr. Cabi gained her Ph.D. in Educational Technology at July, 2009. Her academic interest areas are distance learning, e-learning, instructional design, message design and use of technology in education. She has journal articles published in international indexes, book chapters and other national and international articles, papers submitted to international meetings.
Dr.Hacer Türkoğlu is assistant professor of Mathematics and Science Education at Başkent University. Her main research interests are instructional design, instructional material development, distance education, educational technologies, learning management systems, social media and constructivist approaches in online environments.
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