Identifying individual differences using log-file analysis: Distributed learning as mediator between conscientiousness and exam grades

Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete

doi:10.1016/j.lindif.2018.05.019

Cited by 32 publications

(30 citation statements)

References 47 publications

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“…Such signals surface also in our material. Pre-pandemic research into online teaching (Theobald et al, 2018;Weidlich & Bastiaens, 2019) emphasize study strategies and study discipline over opportunities to engage in a multitude of interactions. Overall, this leads to a conclusion that some students need the group and the myriad of interactions (Esterhazy, 2019) more than others, while some students rely on an already developed study discipline and their already existing working network.…”

Section: Discussionmentioning

confidence: 99%

“…To better understand what it means to be an online student during the pandemic, it can be useful to turn to pre-pandemic research into online teaching. For example, in an elaborated study in an online environment, Theobald et al (2018) explored the link between study outcome and disciplined study strategies. Results indicate that study discipline more than teaching format (e.g., online) explains the variation in study results.…”

Section: Student Social Relations and Online Teachingmentioning

confidence: 99%

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“It has worked well despite the circumstances” – a study on student social relations and well-being during the pandemic

2021

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Students’ possibilities to interact with peers have reduced drastically during the emergency transition to online teaching due to the Covid-19 pandemic. Students report on decreased motivation and other study related issues; hence, there is a need to better understand the effects of decreased interaction. The aim of the present exploratory study was to document changes in student networks, in relation to perceptions of connectedness, study outcome and well-being in two different settings. An ad hoc online survey (n = 97) was distributed among students from one research-intensive and one teaching-intensive university where many students commute. Results showed that student social networks defoliated from the outside-in and left students with an inner circle of students they shared multiplex relations with. Students who had lost more working and multiplex relations also reported a decline in well-being. The main contribution of this study is the visualization of how networks became fragmented, and how the experience of this differed depending on type of study context. These findings may have implications for a post-Covid organisation of higher education.

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Section: Discussionmentioning

confidence: 99%

Section: Student Social Relations and Online Teachingmentioning

confidence: 99%

“It has worked well despite the circumstances” – a study on student social relations and well-being during the pandemic

2021

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“…However, students generally have more degrees of freedom in how they want to spend their days in the nonlecture period. In the absence of external regulation and structure, self-regulatory competency becomes more important, that is, students have to apply SRL strategies in order to create a structure for themselves (Theobald et al, 2018). This might explain why we found numerous direct effects of SRL components in the non-lecture period compared with relatively few direct effects in the lecture period.…”

Section: Differences Between Lecture Period and Non-lecture Periodmentioning

confidence: 92%

“…Just like motivation, SRL takes place on different time levels: On the macro level, one learning cycle could, for example, be the process of studying for final exams (e.g, Theobald et al, 2018). On the micro level, it can be as short as a single task, like calculating a complex math problem (e. g., Perels et al, 2005).…”

mentioning

confidence: 99%

Daily Fluctuations in Motivation

Bellhäuser

Mattes

Liborius

2019

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Abstract. Intrinsic and extrinsic motivation are related to learning success and academic achievement of university students. Process models of self-regulated learning (SRL) suggest that daily academic motivation is affected by study satisfaction on the previous day. In this study, we conducted a secondary analysis of the data by Liborius et al. (2019) , in which the study behavior of a total of 105 students was surveyed daily over 154 days (including both the lecture period and non-lecture period). We tested a mediation model, assuming that SRL components (planning, self-efficacy, time investment, concentration, effort, and procrastination) increase intrinsic motivation and decrease extrinsic motivation on the next day through their effects on study satisfaction. The results showed the proposed mediation effects for all predictors except for planning. The study underlined the importance of investigating SRL and motivation on a daily level. Further, we showed that effects can vary between the lecture period and non-lecture period.

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“…Still with reference to the use of ICT system, but from a completely different perspective, literature is presenting a growing number of contributions where log files from e-learning platform are used in order to find correlations between the time spent in class, the time spent on the e-learning platform together with the activities there carried out and the final outcomes of the students attending Massive Open Online Courses (MOOCs), as well as different kinds of ICT supported distant learning (e.g. Theobald et al, 2018). From a similar angle, other scholars also addressed the analysis of log files in e-learning platforms in order to create typical user profiles and identify the most critical area where the HCI should be improved to facilitate users (Schultz et al, 2013).…”

Section: Log File Data: An Information Goldmine In Many Domainsmentioning

confidence: 99%

Extracting and Analysing Design Process Data from Log Files of ICT Supported Co-Creative Sessions

Becattini

Cascini

O'Hare

et al. 2019

Proc. Int. Conf. Eng. Des.

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The observation of designers' behaviour in collaborative design activities and the analysis of protocols improved the understanding of how novel ideas emerge, what occurs among designers and, indirectly, what methods have a good impact on the outcomes. Yet, protocol analysis requires recording the design sessions, often in a simulated environment, thus introducing a bias in the observation. Moreover, the analysis takes up to 1000 times the duration of the observed design session. These limitations definitely hinder the scalability of this practice to large experiments in real operational environments.This paper investigates the possibility to use the data collected in log files, automatically recorded during collaborative design sessions assisted by an ICT design support tool, as a means to extract relevant information about the design process and ultimately to infer insights about co-designers' cognition during the session. In this perspective, the paper proposes a set of metrics tailored to an Augmented Reality-based collaborative design tool. The study has been carried about by processing the data collected in 5 real case studies conducted in three different design companies.

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Identifying individual differences using log-file analysis: Distributed learning as mediator between conscientiousness and exam grades

Cited by 32 publications

References 47 publications

“It has worked well despite the circumstances” – a study on student social relations and well-being during the pandemic

“It has worked well despite the circumstances” – a study on student social relations and well-being during the pandemic

Daily Fluctuations in Motivation

Extracting and Analysing Design Process Data from Log Files of ICT Supported Co-Creative Sessions

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