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ERIC Number: EJ1126958
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1929-7750
Know Thy Student! Combining Learning Analytics and Critical Reflections to Increase Understanding of Students' Self-Regulated Learning in an Authentic Setting
Colthorpe, Kay; Zimbardi, Kirsten; Ainscough, Louise; Anderson, Stephen
Journal of Learning Analytics, v2 n1 p134-155 2015
It is well established that a student's capacity to regulate his or her own learning is a key determinant of academic success, suggesting that interventions targeting improvements in self-regulation will have a positive impact on academic performance. However, to evaluate the success of such interventions, the self-regulatory characteristics of students need to be established. This paper examines the self-regulatory characteristics of a cohort of second-year allied health students, using the evaluation of responses to "meta-learning" assessment tasks supported by access data from the learning management system. Students primarily report using learning strategies from the performance and self-reflection phases. Although few reported using forethought strategies, access to preparatory course materials suggests that these were under-reported. Students who reported reviewing lectures as a learning strategy were more likely to access the online lecture recordings; however, higher access was associated with poorer academic performance. Cluster analysis of all available data showed high academic performance was positively associated with early submission of intra-semester assessment tasks but negatively associated with both use of, and reported of use of lecture recordings by students. These findings suggest that early submission of intra-semester assessment may be useful as a predictor of academic achievement.
Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A