Abstract
The identification of students’ learning strategies by using multi-modal data that combine trace data with self-report data is the prime aim of this study. Our context is an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on previous studies in which we found marked differences in how students use worked examples as a learning strategy, we compare different profiles of learning strategies on learning dispositions and learning outcome. Our results cast a new light on the issue of efficiency of learning by worked examples, tutored and untutored problem-solving: in contexts where students can apply their own preferred learning strategy, we find that learning strategies depend on learning dispositions. As a result, learning dispositions will have a confounding effect when studying the efficiency of worked examples as a learning strategy in an ecologically valid context.
Original language | English |
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Title of host publication | Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018) |
Publisher | SCITEPRESS |
Pages | 294-301 |
Number of pages | 8 |
Volume | 1 |
ISBN (Print) | 978-989-758-291-2 |
DOIs | |
Publication status | Published - 2018 |