Abstract

The aim of this study is to understand primary level pupils’ experiences and perspectives of learning analytics (LA) and self-regulated learning after two phenomenon-based learning modules in a blended learning environment. For this, a specifically designed module was built into a learning management system (LMS) following the principles and key phases of self-regulated learning process. Using this web-based learning environment with their personal tablet computers, pupils were able to set goals for their studies, evaluate the extent to which they were achieving these goals, and monitor their progress and level of success in the learning process. According to the results, pupils’ understanding of LA remained on quite low level, but their perspectives on utilizing LA was quite positive. Three groups of pupils were identified in terms of pupils’ experiences on the utility of LA and how it seemed to support the development of pupils learning skills and self-efficacy. These groups also differed significantly on their more general experiences of the teaching-learning environment.

Citation

Hirsto, L., Valtonen, T., Saqr, M., Hallberg, S., Sointu, E., Kankaanpää, J. & Väisänen, S. (2022). Pupils’ experiences of utilizing learning analytics to support self-regulated learning in two phenomenon-based study modules. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1879-1885). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 1, 2023 from https://www.learntechlib.org/primary/p/220967/.

© 2022 Association for the Advancement of Computing in Education (AACE)