Abstract
This empirical study aims to demonstrate how Dispositional Learning Analytics can contribute in the investigation of the effectiveness of didactical scenarios in authentic settings, where previous research has mostly been laboratory based.
Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analyse the use of worked examples by students. Our method is to combine demographic and trace data from technology
enhanced systems with self-reports of several contemporary social-cognitive theories. We find that the same maladaptive learning orientations that play a role in worked examples learning theories as to explain the effectiveness of worked
examples do predict the use of worked examples: this time in the role of individual learning dispositions.
Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analyse the use of worked examples by students. Our method is to combine demographic and trace data from technology
enhanced systems with self-reports of several contemporary social-cognitive theories. We find that the same maladaptive learning orientations that play a role in worked examples learning theories as to explain the effectiveness of worked
examples do predict the use of worked examples: this time in the role of individual learning dispositions.
| Original language | English |
|---|---|
| Title of host publication | Proceedings 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017) |
| Editors | Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler, Pedro Isaías |
| Publisher | IADIS Press |
| Pages | 117-124 |
| Number of pages | 8 |
| ISBN (Print) | 978-989-8533-68-5 |
| Publication status | Published - Oct 2017 |