Differences of self-regulated learning between higher education students with and without a history of pedagogical support

a learning analytics approach

Abstract

Despite the growing awareness of students’ needs for support in higher education, research in this area is still lacking. Here, we investigated the self-regulated learning of students in Finnish higher education – those with and without a history of pedagogical support from their previous school levels – in flipped courses using both dispositional learning analytics and learning analytics data. Specifically, self-regulated learning was investigated before and after course participation across the entire sample (N=217), and possible differences were compared within a limited subset of participants (N=108). We found that self-regulation of process and results, lack of regulation and shared regulation increased, while task avoidance decreased, for all students between two measurement points. When comparing the groups using dispositional learning analytics, students with a history of pedagogical support (N=38) had more positive experiences with the learning management system than the group without a history of pedagogical support (N=179). Interestingly, more differences between groups with and without a history of pedagogical support were found using learning analytics data.