Research output

Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context

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

Standard

Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. / Tempelaar, Dirk; Rienties, Bart; Nguyen, Quan.

Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019). ed. / H Lane; Susan Zvacek; James Uhomoibhi. Vol. 2 Lisbon, Portugal : SCITEPRESS, 2019. p. 38-47 (Proceedings of the International Conference on Computer Supported Education, CSEDU).

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

Harvard

Tempelaar, D, Rienties, B & Nguyen, Q 2019, Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. in H Lane, S Zvacek & J Uhomoibhi (eds), Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019). vol. 2, Proceedings of the International Conference on Computer Supported Education, CSEDU, SCITEPRESS, Lisbon, Portugal, pp. 38-47.

APA

Tempelaar, D., Rienties, B., & Nguyen, Q. (2019). Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In H. Lane, S. Zvacek, & J. Uhomoibhi (Eds.), Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019) (Vol. 2, pp. 38-47). (Proceedings of the International Conference on Computer Supported Education, CSEDU). Lisbon, Portugal: SCITEPRESS.

Vancouver

Tempelaar D, Rienties B, Nguyen Q. Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In Lane H, Zvacek S, Uhomoibhi J, editors, Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019). Vol. 2. Lisbon, Portugal: SCITEPRESS. 2019. p. 38-47. (Proceedings of the International Conference on Computer Supported Education, CSEDU).

Author

Tempelaar, Dirk ; Rienties, Bart ; Nguyen, Quan. / Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019). editor / H Lane ; Susan Zvacek ; James Uhomoibhi. Vol. 2 Lisbon, Portugal : SCITEPRESS, 2019. pp. 38-47 (Proceedings of the International Conference on Computer Supported Education, CSEDU).

Bibtex

@inproceedings{4a63586d8ce24c8cb33c5a97fe886e7e,
title = "Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context",
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.",
keywords = "Blended Learning, Dispositional Learning Analytics, Learning Strategies, Multi-modal data, Prediction Models, Tutored Problem-Solving, Untutored Problem-Solving, Worked Examples",
author = "Dirk Tempelaar and Bart Rienties and Quan Nguyen",
note = "data source: SELF-COLLECTED PRIMARY DATA BASED ON TRACE AND SURVEY DATA",
year = "2019",
month = "4",
language = "English",
isbn = "978-989-758-367-4",
volume = "2",
series = "Proceedings of the International Conference on Computer Supported Education, CSEDU",
publisher = "SCITEPRESS",
pages = "38--47",
editor = "H Lane and Susan Zvacek and James Uhomoibhi",
booktitle = "Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019)",

}

RIS

TY - GEN

T1 - Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context

AU - Tempelaar, Dirk

AU - Rienties, Bart

AU - Nguyen, Quan

N1 - data source: SELF-COLLECTED PRIMARY DATA BASED ON TRACE AND SURVEY DATA

PY - 2019/4

Y1 - 2019/4

N2 - 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.

AB - 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.

KW - Blended Learning

KW - Dispositional Learning Analytics

KW - Learning Strategies

KW - Multi-modal data

KW - Prediction Models

KW - Tutored Problem-Solving

KW - Untutored Problem-Solving

KW - Worked Examples

M3 - Conference article in proceeding

SN - 978-989-758-367-4

VL - 2

T3 - Proceedings of the International Conference on Computer Supported Education, CSEDU

SP - 38

EP - 47

BT - Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019)

A2 - Lane, H

A2 - Zvacek, Susan

A2 - Uhomoibhi, James

PB - SCITEPRESS

CY - Lisbon, Portugal

ER -