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A multi-modal study into students’ timing and learning regulation: time is ticking

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A multi-modal study into students’ timing and learning regulation: time is ticking. / Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan.

In: Interactive Technology and Smart Education, Vol. 15, No. 4, 2, 12.2018, p. 298-313.

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@article{97de16542e8a49d9bf48a155d7702b6b,
title = "A multi-modal study into students’ timing and learning regulation: time is ticking",
abstract = "PurposeThis empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes.Design/methodology/approachUsing a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories.FindingsThe authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects.Research limitations/implicationsDue to the blended design, there is a strong asymmetry between what one can observe on learning in both modes.Practical implicationsThis study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode.Originality/valueThe paper presents an application of embodied motivation in the context of blended learning.",
keywords = "Blended learning, Dispositional learning analytics, E-tutorials, Learning dispositions, Learning regulation, Learning timing",
author = "Dirk Tempelaar and Bart Rienties and Quan Nguyen",
note = "data source: Self-collected primary data based on trace and survey data",
year = "2018",
month = "12",
doi = "10.1108/ITSE-02-2018-0015",
language = "English",
volume = "15",
pages = "298--313",
journal = "Interactive Technology and Smart Education",
issn = "1741-5659",
publisher = "Emerald Group Publishing Ltd.",
number = "4",

}

RIS

TY - JOUR

T1 - A multi-modal study into students’ timing and learning regulation: time is ticking

AU - Tempelaar, Dirk

AU - Rienties, Bart

AU - Nguyen, Quan

N1 - data source: Self-collected primary data based on trace and survey data

PY - 2018/12

Y1 - 2018/12

N2 - PurposeThis empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes.Design/methodology/approachUsing a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories.FindingsThe authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects.Research limitations/implicationsDue to the blended design, there is a strong asymmetry between what one can observe on learning in both modes.Practical implicationsThis study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode.Originality/valueThe paper presents an application of embodied motivation in the context of blended learning.

AB - PurposeThis empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes.Design/methodology/approachUsing a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories.FindingsThe authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects.Research limitations/implicationsDue to the blended design, there is a strong asymmetry between what one can observe on learning in both modes.Practical implicationsThis study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode.Originality/valueThe paper presents an application of embodied motivation in the context of blended learning.

KW - Blended learning

KW - Dispositional learning analytics

KW - E-tutorials

KW - Learning dispositions

KW - Learning regulation

KW - Learning timing

U2 - 10.1108/ITSE-02-2018-0015

DO - 10.1108/ITSE-02-2018-0015

M3 - Article

VL - 15

SP - 298

EP - 313

JO - Interactive Technology and Smart Education

T2 - Interactive Technology and Smart Education

JF - Interactive Technology and Smart Education

SN - 1741-5659

IS - 4

M1 - 2

ER -