文章基本信息

标题：Pupils’ experiences of using learning analytics in a learning environment that utilizes self-regulated learning
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作者：Sanna Väisänen ; Susanne Hallberg ; Teemu Valtonen 等
期刊名称：Seminar.net
电子版ISSN：1504-4831
出版年度：2022
卷号：18
期号：1
DOI：10.7577/seminar.4690
语种：English
出版社：Lillehammer University College
摘要：The importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers.