Learning analytics to understand cultural impacts on technology enhanced learning

Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, Quan Nguyen

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a
dispositional learning analytics application, we investigate cognitive processing strategies and metacognitive regulation strategies, motivation and engagement variables, and learning emotions as proximal antecedents of tool use and tool
performance. We find that cultural diversity explains a substantial part of the variation in learning dispositions and tool use. The design of personalized learning paths will, therefore, profit from including national cultural dimensions as a relevant design factor.
Original languageEnglish
Title of host publicationProceedings 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016)
PublisherIADIS Press
Pages236-243
Number of pages8
ISBN (Print)978-989-8533-55-5
Publication statusPublished - Nov 2016
Event13th International Conference on Cognition and Exploratory Learning in Digital Age - Mannheim, Germany
Duration: 28 Oct 201630 Oct 2016
http://celda-conf.org/oldconferences/2016/

Conference

Conference13th International Conference on Cognition and Exploratory Learning in Digital Age
Abbreviated titleCELDA 2016
CountryGermany
CityMannheim
Period28/10/1630/10/16
Internet address

Cite this

Mittelmeier, J., Tempelaar, D., Rienties, B., & Nguyen, Q. (2016). Learning analytics to understand cultural impacts on technology enhanced learning. In Proceedings 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016) (pp. 236-243). IADIS Press.
Mittelmeier, Jenna ; Tempelaar, Dirk ; Rienties, Bart ; Nguyen, Quan. / Learning analytics to understand cultural impacts on technology enhanced learning. Proceedings 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016). IADIS Press, 2016. pp. 236-243
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author = "Jenna Mittelmeier and Dirk Tempelaar and Bart Rienties and Quan Nguyen",
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Mittelmeier, J, Tempelaar, D, Rienties, B & Nguyen, Q 2016, Learning analytics to understand cultural impacts on technology enhanced learning. in Proceedings 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016). IADIS Press, pp. 236-243, 13th International Conference on Cognition and Exploratory Learning in Digital Age, Mannheim, Germany, 28/10/16.

Learning analytics to understand cultural impacts on technology enhanced learning. / Mittelmeier, Jenna; Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan.

Proceedings 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016). IADIS Press, 2016. p. 236-243.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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AB - In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and metacognitive regulation strategies, motivation and engagement variables, and learning emotions as proximal antecedents of tool use and tool performance. We find that cultural diversity explains a substantial part of the variation in learning dispositions and tool use. The design of personalized learning paths will, therefore, profit from including national cultural dimensions as a relevant design factor.

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Mittelmeier J, Tempelaar D, Rienties B, Nguyen Q. Learning analytics to understand cultural impacts on technology enhanced learning. In Proceedings 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016). IADIS Press. 2016. p. 236-243