The Impact of a Learning Analytics Based Feedback System on Students’ Academic Achievement and Self-Regulated Learning in a Flipped Classroom
Kaydedildi:
| Yayımlandı: | International Review of Research in Open and Distributed Learning vol. 26, no. 1 (Mar 2025), p. 175 |
|---|---|
| Yazar: | |
| Diğer Yazarlar: | |
| Baskı/Yayın Bilgisi: |
International Review of Research in Open and Distance Learning
|
| Konular: | |
| Online Erişim: | Citation/Abstract Full Text Full Text - PDF |
| Etiketler: |
Etiket eklenmemiş, İlk siz ekleyin!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3177605239 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1492-3831 | ||
| 024 | 7 | |a 10.19173/irrodl.v26i1.7924 |2 doi | |
| 035 | |a 3177605239 | ||
| 045 | 2 | |b d20250301 |b d20250331 | |
| 084 | |a 68600 |2 nlm | ||
| 100 | 1 | |a Cabı, Emine | |
| 245 | 1 | |a The Impact of a Learning Analytics Based Feedback System on Students’ Academic Achievement and Self-Regulated Learning in a Flipped Classroom | |
| 260 | |b International Review of Research in Open and Distance Learning |c Mar 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Students | ||
| 653 | |a Achievement tests | ||
| 653 | |a School environment | ||
| 653 | |a Questionnaires | ||
| 653 | |a Distance learning | ||
| 653 | |a Teachers | ||
| 653 | |a Educational objectives | ||
| 653 | |a Flipped classroom | ||
| 653 | |a Academic achievement | ||
| 653 | |a Empowerment | ||
| 653 | |a Learning analytics | ||
| 653 | |a Educational Practices | ||
| 653 | |a Achievement Need | ||
| 653 | |a Educational Resources | ||
| 653 | |a Control Groups | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Group Instruction | ||
| 653 | |a Learning Processes | ||
| 653 | |a Direct Instruction | ||
| 653 | |a At Risk Students | ||
| 653 | |a Blended Learning | ||
| 653 | |a Online Courses | ||
| 653 | |a Learning Management Systems | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Course Content | ||
| 653 | |a Developmental Stages | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Individual Needs | ||
| 653 | |a Behavioral Objectives | ||
| 653 | |a Class Activities | ||
| 700 | 1 | |a Türkoğlu, Hacer | |
| 773 | 0 | |t International Review of Research in Open and Distributed Learning |g vol. 26, no. 1 (Mar 2025), p. 175 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3177605239/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3177605239/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3177605239/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |