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- Publisher Website: 10.3389/fpsyg.2022.1096337
- Scopus: eid_2-s2.0-85147428952
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Article: Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course
Title | Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course |
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Authors | |
Keywords | asynchronous online course cognitive load educational data mining self-regulated learning student engagement temporal learning analytics |
Issue Date | 23-Jan-2023 |
Publisher | Frontiers Media |
Citation | Frontiers in Psychology, 2023, v. 13 How to Cite? |
Abstract | Self-regulated learning (SRL) plays a critical role in asynchronous online courses. In recent years, attention has been focused on identifying student subgroups with different patterns of online SRL behaviors and comparing their learning performance. However, there is limited research leveraging traces of SRL behaviors to detect student subgroups and examine the subgroup differences in cognitive load and student engagement. The current study tracked the engagement of 101 graduate students with SRL-enabling tools integrated into an asynchronous online course. According to the recorded SRL behaviors, this study identified two distinct student subgroups, using sequence analysis and cluster analysis: high SRL (H-SRL) and low SRL (L-SRL) groups. The H-SRL group showed lower extraneous cognitive load and higher learning performance, germane cognitive load, and cognitive engagement than the L-SRL group did. Additionally, this study articulated and compared temporal patterns of online SRL behaviors between the student subgroups combining lag sequential analysis and epistemic network analysis. The results revealed that both groups followed three phases of self-regulation but performed off-task behaviors. Additionally, the H-SRL group preferred activating mastery learning goals to improve ethical knowledge, whereas the L-SRL group preferred choosing performance-avoidance learning goals to pass the unit tests. The H-SRL group invested more in time management and notetaking, whereas the L-SRL group engaged more in surface learning approaches. This study offers researchers both theoretical and methodological insights. Additionally, our research findings help inform practitioners about how to design and deploy personalized SRL interventions in asynchronous online courses. |
Persistent Identifier | http://hdl.handle.net/10722/341984 |
ISSN | 2023 Impact Factor: 2.6 2023 SCImago Journal Rankings: 0.800 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Sun, Jerry Chih-Yuan | - |
dc.contributor.author | Liu, Yiming | - |
dc.contributor.author | Lin, Xi | - |
dc.contributor.author | Hu, Xiao | - |
dc.date.accessioned | 2024-03-26T05:38:44Z | - |
dc.date.available | 2024-03-26T05:38:44Z | - |
dc.date.issued | 2023-01-23 | - |
dc.identifier.citation | Frontiers in Psychology, 2023, v. 13 | - |
dc.identifier.issn | 1664-1078 | - |
dc.identifier.uri | http://hdl.handle.net/10722/341984 | - |
dc.description.abstract | <p>Self-regulated learning (SRL) plays a critical role in asynchronous online courses. In recent years, attention has been focused on identifying student subgroups with different patterns of online SRL behaviors and comparing their learning performance. However, there is limited research leveraging traces of SRL behaviors to detect student subgroups and examine the subgroup differences in cognitive load and student engagement. The current study tracked the engagement of 101 graduate students with SRL-enabling tools integrated into an asynchronous online course. According to the recorded SRL behaviors, this study identified two distinct student subgroups, using sequence analysis and cluster analysis: high SRL (H-SRL) and low SRL (L-SRL) groups. The H-SRL group showed lower extraneous cognitive load and higher learning performance, germane cognitive load, and cognitive engagement than the L-SRL group did. Additionally, this study articulated and compared temporal patterns of online SRL behaviors between the student subgroups combining lag sequential analysis and epistemic network analysis. The results revealed that both groups followed three phases of self-regulation but performed off-task behaviors. Additionally, the H-SRL group preferred activating mastery learning goals to improve ethical knowledge, whereas the L-SRL group preferred choosing performance-avoidance learning goals to pass the unit tests. The H-SRL group invested more in time management and notetaking, whereas the L-SRL group engaged more in surface learning approaches. This study offers researchers both theoretical and methodological insights. Additionally, our research findings help inform practitioners about how to design and deploy personalized SRL interventions in asynchronous online courses.</p> | - |
dc.language | eng | - |
dc.publisher | Frontiers Media | - |
dc.relation.ispartof | Frontiers in Psychology | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | asynchronous online course | - |
dc.subject | cognitive load | - |
dc.subject | educational data mining | - |
dc.subject | self-regulated learning | - |
dc.subject | student engagement | - |
dc.subject | temporal learning analytics | - |
dc.title | Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course | - |
dc.type | Article | - |
dc.identifier.doi | 10.3389/fpsyg.2022.1096337 | - |
dc.identifier.scopus | eid_2-s2.0-85147428952 | - |
dc.identifier.volume | 13 | - |
dc.identifier.eissn | 1664-1078 | - |
dc.identifier.isi | WOS:000926239100001 | - |
dc.identifier.issnl | 1664-1078 | - |