The Journal of Applied Instructional Design
Self-regulated learning (SRL) and higher-order thinking skills (HOTS) are associated with academic achievement, but fostering these skills is not easy. Scholars have suggested an alternative way to scaffold these important skills through learning analytics (LA). This paper presents a formative evaluation of a course-level LA implementation through the lens of self-regulated learning (SRL) and higher-order thinking skills (HOTS). We explored the changes in students’ SRL, HOTS, and perceptions at the end of the course term. Results indicate an increase in some elements of SRL and HOTS, and positive student perceptions. Discussion on implications and opportunities for informing future teaching strategies and course design reiteration are included.
Original Publication Citation
Muljana, P. S., Luo, T., & Placencia, G. (2022). Conducting a formative evaluation on a course-level learning analytics implementation through the lens of self-regulated learning and higher-order thinking. The Journal of Applied Instructional Design, 11(1), 1-14. https://edtechbooks.org/jaid_11_1/conducting_a_formati
0000-0003-0668-9083 (Muljana), 0000-0002-8138-3722 (Luo)
Muljana, Pauline S.; Luo, Tian; and Placencia, Greg, "Conducting a Formative Evaluation on a Course-Level Learning Analytics Implementation Through the Lens of Self-Regulated Learning and Higher-Order Thinking" (2022). STEMPS Faculty Publications. 212.
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