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The Impact of a Learning Analytics Based Feedback System on Students’ Academic Achievement and Self-Regulated Learning in a Flipped Classroom

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Publicado en:International Review of Research in Open and Distributed Learning vol. 26, no. 1 (Mar 2025), p. 175
Autor principal: Cabı, Emine
Otros Autores: Türkoğlu, Hacer
Publicado:
International Review of Research in Open and Distance Learning
Materias:
Students
Achievement tests
School environment
Questionnaires
Distance learning
Teachers
Educational objectives
Flipped classroom
Academic achievement
Empowerment
Learning analytics
Educational Practices
Achievement Need
Educational Resources
Control Groups
Experimental Groups
Group Instruction
Learning Processes
Direct Instruction
At Risk Students
Blended Learning
Online Courses
Learning Management Systems
Electronic Learning
Outcomes of Education
Educational Environment
Course Content
Developmental Stages
Educational Facilities Improvement
Individual Needs
Behavioral Objectives
Class Activities
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Resumen:Recent advancements in educational technology have enabled teachers to use learning analytics (LA) and flipped classrooms. The present study investigated the impact of a LA-based feedback system on students’ academic achievement and self-regulated learning (SRL) in a flipped learning (FL) environment. The study used a pretest-posttest control group quasi-experimental design with 71 pre-service teachers in the experimental group and 56 pre-service teachers in the control group, both enrolled in an information technology course. The experimental group received LA-based feedback during a 4-week training program in the FL classroom, while the control group did not receive this feedback. Data were collected using an achievement test, an online SRL questionnaire, and a student opinion form. The study found that the students’ SRL and academic achievement were not significantly affected by the LA-based feedback system in FL classrooms. In contrast, according to the qualitative research findings, students claimed the LA-based feedback helped them learn because it allowed them to monitor their learning processes.
ISSN:1492-3831
DOI:10.19173/irrodl.v26i1.7924
Fuente:Education Database