Poster #61 - Learning Analytics in Web-Assisted Learning: Connecting Self-Regulation, Learning Behaviors, and Course Achievement

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-9 - Motivation and Self-Regulation in Educational Technology Contexts

Abstract

Literature indicates Self-Regulated Learning (SRL) is a critical predictor of academic success. Most of the empirical evidence is based on self-reported measures. Emerging Learning Analytics (LA) offers a triangulated method to further comprehend behaviors associated with SRL. Use of LA in web-assisted context is limited. This preliminary study uses LA to investigate the connection among SRL, learning behaviors, and course achievement in web-assisted courses with high DFW rate. Data from self-reported measures and Leaning Management System (LMS) usage indicate course achievement is influenced by self-efficacy, effort regulation, and study environment and time management. Frequency of LMS access and time spent on LMS are also associated with course performance. Findings suggest implications for fostering self-regulation and behaviors associated with superior performance.

Authors

• Pauline Salim Muljana, Old Dominion University

• Chitra Dabas, Cal Poly-Pomona