Document Type

Article

Publication Date

2022

DOI

10.51869/104

Publication Title

The Journal of Applied Instructional Design

Volume

11

Issue

1

Pages

1-14

Abstract

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.

Comments

This work is released under a Creative Commons Attribution 4.0 International (CC BY 4.0) license, which means that you are free to do with it as you please as long as you properly attribute it.

Publisher landing page available at: https://edtechbooks.org/jaid_11_1

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

ORCID

0000-0003-0668-9083 (Muljana), 0000-0002-8138-3722 (Luo)

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