A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation

Başol, Gülşah; Balgalmis, Esra

doi:10.1016/j.chb.2016.01.010

Cited by 28 publications

(19 citation statements)

References 53 publications

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“…La manera en la que los estudiantes autorregulan su aprendizaje es objeto de estudio por múltiples investigadores (Panadero (2017), Parra, Cerda, López-Vargas & Saiz (2014), Pintrich, 1995;Winne (2016)). Diferentes estudios muestran que tanto mujeres como hombres presentan diferencias individuales cuando deciden participar de forma activa en su propio proceso de aprendizaje (Basol & Balgalmis, 2016;Bidjerano, 2005;Tseng, Liu, & Nix, 2017).…”

Section: Género Y Autorregulación Del Aprendizajeunclassified

Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

Marcos¹,

Vargas²,

Cabero‐Almenara³

2020

Red

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La presente investigación estudia los efectos que dos herramientas relacionadas con la autorregulación del aprendizaje tienen sobre el logro académico, las conexiones por día y el tiempo de dedicación al estudio. Un total de 260 estudiantes de formación profesional cuyo aprendizaje se desarrolla en línea fueron asignados de forma aleatoria a tres grupos: un grupo interactuaba en un aula virtual a cuya estructura se le había añadido una herramienta que muestra una barra de progreso con las tareas a realizar durante el curso (n=67); otro grupo interactuaba en un aula virtual al que se le añadía tanto la barra de progreso como una herramienta que estima el tiempo dedicación al estudio (n=75); y el grupo de control interactuaba sin ninguna herramienta añadida con respecto a las que se trabaja habitualmente en el aula virtual (n=118). Se realizaron análisis factoriales ANOVA y MANOVA. Los resultados muestran que no existe una diferencia significativa en el logro académico entre grupos, independientemente del tipo del aula virtual en la que interactúen. Sin embargo, existen diferencias significativas en el tiempo de dedicación y en las conexiones diarias entre grupos, dependiendo del tipo de aula virtual empleado. Como conclusión, los estudiantes del grupo en el que se incluye la barra de progreso mejoran su eficiencia, ya que obtienen un logro académico similar al resto de estudiantes en aproximadamente la mitad de tiempo. The present research studies the effects that two tools related to self-regulated have on the academic achievement, the connections per day and the time of dedication to the study. A total of 260 vocational training e-learning students was randomly assigned to three groups: one group interacted in a virtual classroom in which a tool showing a progress bar with the tasks to be completed during the course was added (n=67); another group interacted in a virtual classroom in which both the progress bar and a tool that estimates the dedication time to the study was added (n=75); and the control group interacted without any extra tool added in the virtual classroom (n=118). ANOVA and MANOVA factor analysis were performed. The results show that there is no significant difference in academic achievement between groups, regardless of the type of the virtual classroom in which they interact. However, there are significant differences in the dedication time to the study and in the daily connections between groups, depending on the type of the virtual classroom was used. It is therefore concluded that the group in which the progress bar is included enhaces efficiency, because students obtain similar academic achievements in approximately half the time.

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Section: Género Y Autorregulación Del Aprendizajeunclassified

Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

Marcos¹,

Vargas²,

Cabero‐Almenara³

2020

Red

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“…Así, estudiando la presencia de la competencia del aprendizaje autorregulado entre los estudiantes universitarios de un curso de BL, se encontró que ésta y el autocontrol eran predictivos del éxito académico (Zhu, Au y Yates, 2016). También ha sido analizado el SRL como covariante diferenciadora generadora de resultados positivos en estudios de género en relación al BL (Basol y Balgalmis, 2016). introducción en programas de educación en valores en Cuba (Pérez y otros, 2016).…”

Section: Aprendizaje Autorreguladounclassified

“…Algunos estudios han analizado este tipo de pruebas con otras variables como género o competencia de autorregulación de aprendizaje (Basol y Balgalmis, 2016).…”

Section: Evaluación Y Tutoríasunclassified

Blended learning: panorama y perspectivas

Bartolome

García-Ruiz

Aguaded

2017

RIED

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“…Self-Regulated Learning (SRL) theory explains the core mechanisms of interaction of cognition, motivation and emotion in a learning process (Zimmerman & Schunk, 2011) which is seen as a cyclical complex metacognitive and social process that involves adapting thought, motivation, emotion, and behaviour (Winne & Hadwin, 1998). Since learning situations are increasingly social and interactive, SRL theory has increasingly been considered in both individual (see Basol & Balgalmis, 2016) as well as social and collaborative contexts (Järvelä & Hadwin, 2013;Wise & Hsiao, in press). Since many learning activities take place at the group level in modern classrooms, the focus of this paper is on SRL in collaborative settings.…”

Section: Introductionmentioning

confidence: 99%

Multimodal data to design visual learning analytics for understanding regulation of learning

Noroozi

Alikhani

Järvelä

et al. 2019

Computers in Human Behavior

100

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The increased interest in multimodal data collection in the learning sciences demands for new and powerful methodological and analytical techniques and technologies. It is especially challenging for learning scientists to handle, analyse, and interpret complex and often invisible multimodal data when investigating regulation of learning in collaborative settings as this data can be cognitive, social and/or emotional in nature, much of which is covert in nature. The aim of this paper is to present ways to simplify the analysis and use of rich multimodal data by learning scientists. This is done by making primarily invisible regulation processes and their accompanying social and contextual reactions visible, measurable, and ultimately interpretable. To facilitate data visualisation and processing with respect to the regulation of learning, a Graphical User Interface (GUI) known as SLAM-KIT has been designed. SLAM-KIT reveals principal features of complex learning environments by allowing users to travel through the learners' data and its statistical characteristics. This kit has practical implications as it simplifies complex information and data while making them available through visualisation and analysis to the researchers. Our short-term goal is to simplify this tool for the teachers and learners.

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A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation

Cited by 28 publications

References 53 publications

Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

Blended learning: panorama y perspectivas

Multimodal data to design visual learning analytics for understanding regulation of learning

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