Examining Students’ Self-Regulated Learning Strategies Using Learning Management System Data: An Evidence-Centered Design Approach
Class
Article
Graduation Year
2019
College
Emma Eccles Jones College of Education and Human Services
Department
Instructional Technology and Learning Sciences Department
Faculty Mentor
Mimi Recker
Presentation Type
Oral Presentation
Abstract
We describe the application of the Evidence-Centered Design (ECD) framework to measure the self-regulated learning (SRL) strategies of students’ enrolled in an online mathematics course by using their trace logs captured by a Learning Management System (LMS). We found that the ECD framework was helpful in building evidentiary arguments for measuring SRL, particularly in connecting theoretical constructs and student activities in the LMS. We used the framework to explore differences between successful and unsuccessful students’ use of SRL strategies over the course of the semester. A logistic regression model only resulted in one significant variable, the total number of logins. However, time series plots revealed considerable temporal differences in how students used SRL strategies, with successful students showing more consistent application.
Location
Room 154
Start Date
4-13-2017 10:30 AM
End Date
4-13-2017 11:45 AM
Examining Students’ Self-Regulated Learning Strategies Using Learning Management System Data: An Evidence-Centered Design Approach
Room 154
We describe the application of the Evidence-Centered Design (ECD) framework to measure the self-regulated learning (SRL) strategies of students’ enrolled in an online mathematics course by using their trace logs captured by a Learning Management System (LMS). We found that the ECD framework was helpful in building evidentiary arguments for measuring SRL, particularly in connecting theoretical constructs and student activities in the LMS. We used the framework to explore differences between successful and unsuccessful students’ use of SRL strategies over the course of the semester. A logistic regression model only resulted in one significant variable, the total number of logins. However, time series plots revealed considerable temporal differences in how students used SRL strategies, with successful students showing more consistent application.