Linking self-report and process data to performance as measured by different assessment types

Ober, Teresa; Hong, Maxwell; Rebouças-Ju, Daniella; Carter, Matthew F.; Liu, Cheng; Cheng, Ying

doi:10.1016/j.compedu.2021.104188

Cited by 22 publications

(20 citation statements)

References 42 publications

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“…For instance, drawing a self-regulated learning perspective, Pardo et al, ( 2017 ) found that Australian university students who self-reported having higher intrinsic motivation were also found to view the video course contents more frequently that their peers who reported a lower level of intrinsic motivation. In another study with 320 American high school students, however, Ober et al, ( 2021 ) found that students’ online learning behaviors measured by a number of indicators, including frequencies of their assignment completion and results checking, and the average duration of the computer sessions students produced, were largely uncorrelated with their responses to a learning engagement questionnaire. Clearly further research is required to investigate the extent of consistency between the self-reported and observational measures of students’ learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Another aim of the studies adopting a combined approach is to investigate the extent to which the self-reported and observational measures of students' learning are consistent and aligned with each other (Rodríguez-Triana et al, 2015). Research in this category has examined the relations between the observed online learning behaviors and various self-reported measures involved in students' learning processes, such as self-efficacy and anxiety (Pardo et al, 2017); learning orientations (Han & Ellis, 2021;Han et al, 2020); learning motives (Gašević et al, 2017); learning engagement (Ober, Hong, Rebouças-Ju, Carter, Liu et al, 2021); achievement goal orientations (Sun & Xie, 2020); and effort (Li et al, 2020). However, the research evidence between the self-reported and observational measures has not always been coherent.…”

Section: Relevant Learning Analytics Researchmentioning

confidence: 99%

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The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome

Han

Ellis²

2022

J Comput High Educ

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This study investigated the relations between students’ self-reported perceptions of the blended learning environment, their observed online learning strategies, and their academic learning outcomes. The participants were 310 undergraduates enrolled in an introductory course on computer systems in an Australian metropolitan university. A Likert-scale questionnaire was used to examine students’ perceptions. The digital traces recorded in a bespoke learning management system were used to detect students’ observed online learning strategies. Using the data mining algorithms, including the Hidden Markov Model and an agglomerative hierarchical sequence clustering, four types of online learning strategies were found. The four strategies not only differed in the number of online learning sessions but also showed differences in the proportional distribution with regard to different online learning behaviors. A one-way ANOVA revealed that students adopting different online learning strategies differed significantly on their final course marks. Students who employed intensive theory application strategy achieved the highest whereas those used weak reading and weak theory application scored the lowest. The results of a cross-tabulation showed that the four types of observed online learning strategies were significantly associated with the better and poorer perceptions of the blended learning environment. Specially, amongst students who adopted the intensive theory application strategy, the proportion of students who self-reported better perceptions was significantly higher than those reporting poorer perceptions. In contrast, amongst students using the weak reading and weak theory application strategy, the proportion of students having poorer perceptions was significantly higher than those holding better perceptions.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Relevant Learning Analytics Researchmentioning

confidence: 99%

The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome

Han

Ellis²

2022

J Comput High Educ

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“…Similarly, research with this aim has also departed from different learning perspectives and has diverse foci, such as using self-reported questionnaires to assess students' intrinsic motivation, test anxiety, self-efficacy, engagement, effort expenditure, achievement goal, learning orientations and motives on the one hand. On the other hand, a diversity of observed indicators of students' online learning, including frequency of clicks, completion of online learning tasks, duration of online learning events, as well as time-stamped sequences of online learning behaviors have been collected through digital traces to derive students' online learning tactics, strategies, and approaches (Gašević et al, 2017 ; Pardo et al, 2017 ; Han et al, 2020 ; Sun and Xie, 2020 ; Ober et al, 2021 ). However, inconclusive results have been reported among studies with this aim.…”

Section: A Combined Approachmentioning

confidence: 99%

Recent Development in University Student Learning Research in Blended Course Designs: Combining Theory-Driven and Data-Driven Approaches

Han

2022

Front. Psychol.

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“…There have been mixed findings regarding the question of whether factors such as number of log-ins, view counts, or page clicks, in spite of their suggested links with participation, can actually be considered true proxies of engagement. Log-in frequency was linked to engagement with web-based student learning in 1 study [ 22 ], whereas 2 similar studies found no such link [ 23 , 24 ]. In addition, one of these studies [ 24 ] found no link between engagement and session duration.…”

Section: Introductionmentioning

confidence: 99%

“…Log-in frequency was linked to engagement with web-based student learning in 1 study [ 22 ], whereas 2 similar studies found no such link [ 23 , 24 ]. In addition, one of these studies [ 24 ] found no link between engagement and session duration. However, all 3 studies focused on web-based learning.…”

Section: Introductionmentioning

confidence: 99%

The Helpfulness of Web-Based Mental Health and Well-being Forums for Providing Peer Support for Young People: Cross-sectional Exploration

Banwell

Hanley

Garcia³

et al. 2022

JMIR Form Res

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Background Young people are increasingly seeking out web-based support for their mental health and well-being. Peer support forums are popular with this age group, with young individuals valuing the fact that the forums are available 24/7, providing a safe and anonymous space for exploration. Currently, little systematic evaluation of the helpfulness of such forums in providing support has been conducted. Objective This study examined the helpfulness of the support offered within web-based mental health and well-being peer support forums for young people. It specifically investigated the self-reported user ratings of helpfulness reported through the completion of a developing experience measure. The ratings will be used to consider further development of the measure and reflect upon the overall helpfulness of the forums as indicated by the reported scores. Methods The study used routinely collected practice-based outcome data from web-based mental health forums for young people. These forums are hosted by the UK-based web-based therapy and support service, Kooth. A cross-sectional design was used to explore—using a range of inferential statistical measures—the outcomes reported by those accessing the forums using a Peer Online Community Experience Measure (POCEM). To consider the helpfulness in general, 23,443 POCEMs completed in 2020 were used. A second data set of 17,137 completed POCEMs from the same year was used to consider whether various engagement indicators had an impact upon the helpfulness rating. Results Female users aged between 11 and 16 years predominantly completed the POCEM. This is in keeping with the majority of those using the service. In total, 74.6% (8240/11,045) of the scores on the POCEM indicated that the individuals found the posts helpful. An ANOVA indicated that male users were more likely to report obtaining intrapersonal support, whereas female users obtained interpersonal support. Furthermore, the POCEM scores reflected the internal consistency of the measure and provided an insight into the way that young people made use of the peer support resource; for instance, posts that were rated more helpful were correlated with spending longer time reading them, and the topics discussed varied throughout the day with more mental health issues being discussed later at night. Conclusions The results seem to demonstrate that, overall, the young people involved in this study found web-based peer support helpful. They indicate that peer support can provide an important strand of care within a supportive mental health ecosystem, particularly during time periods when in-person support is typically closed. However, limitations were noted, suggesting that caution is needed when interpreting the results of this study. Although such services are incredibly well used, they have received little research attention to date. As such, further investigation into what constitutes helpful and unhelpful peer support is needed.

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Linking self-report and process data to performance as measured by different assessment types

Cited by 22 publications

References 42 publications

The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome

The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome

Recent Development in University Student Learning Research in Blended Course Designs: Combining Theory-Driven and Data-Driven Approaches

The Helpfulness of Web-Based Mental Health and Well-being Forums for Providing Peer Support for Young People: Cross-sectional Exploration

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