TY - JOUR
T1 - The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation
AU - Banihashem, Seyyed Kazem
AU - Farrokhnia, Mohammadreza
AU - Badali, Mehdi
AU - Noroozi, Omid
PY - 2022/7/4
Y1 - 2022/7/4
N2 - So far, the synergistic relationship between learning design and learning analytics and its impact on learners’ educational practices have been investigated. However, little work has been done to show how integrated learning design based on constructivism learning theory and learning analytics can affect learners’ engagement and self-regulation. Thus, this study aimed to investigate the effect of the Constructivist Learning Design and Learning Analytics (CLDLA) Model on learners’ engagement and self-regulation. In this experimental study, 50 graduate students at Iranian’ Allameh Tabataba’i University were asked to participate in a Moodle course called “Teaching Skills” and fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two steps as a pre-test and post-test measurements. Analysis of the data indicated that the CLDLA model has a positive impact on learners’ engagement and self-regulation. Based on the results, recommendations for further research and educational practices are suggested.
AB - So far, the synergistic relationship between learning design and learning analytics and its impact on learners’ educational practices have been investigated. However, little work has been done to show how integrated learning design based on constructivism learning theory and learning analytics can affect learners’ engagement and self-regulation. Thus, this study aimed to investigate the effect of the Constructivist Learning Design and Learning Analytics (CLDLA) Model on learners’ engagement and self-regulation. In this experimental study, 50 graduate students at Iranian’ Allameh Tabataba’i University were asked to participate in a Moodle course called “Teaching Skills” and fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two steps as a pre-test and post-test measurements. Analysis of the data indicated that the CLDLA model has a positive impact on learners’ engagement and self-regulation. Based on the results, recommendations for further research and educational practices are suggested.
UR - https://doi.org/10.1080/14703297.2021.1890634
U2 - 10.1080/14703297.2021.1890634
DO - 10.1080/14703297.2021.1890634
M3 - Article
SN - 1470-3297
VL - 59
SP - 442
EP - 452
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
IS - 4
ER -