Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback

Dan Davis; Guanliang Chen; Ioana Jivet; Claudia Hauff; Geert-Jan Houben

Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback

Dan Davis, Guanliang Chen, Ioana Jivet, Claudia Hauff, Geert-Jan Houben

Web Information Systems

Research output: Chapter in Book/Conference proceedings/Edited volume › Conference contribution › Scientific › peer-review

Abstract

Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain more
from a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.

Original language	English
Title of host publication	LAL 2016 - Learning Analytics for Learners
Subtitle of host publication	Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners
Editors	Susan Bull, Blandine M. Ginon, Judy Kay, Michael D. Kickmeier-Rust, Matthew D. Johnson
Publisher	CEUR-WS
Pages	17-22
Number of pages	6
Publication status	Published - 2016

Publication series

Name	CEUR Workshop Proceedings
Volume	1596
ISSN (Print)	1613-0073

Keywords

Learner Feedback
Learning Analytics
Self-Regulated Learning
Study Planning

Cite this

Davis, D., Chen, G., Jivet, I., Hauff, C., & Houben, G.-J. (2016). Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. In S. Bull, B. M. Ginon, J. Kay, M. D. Kickmeier-Rust, & M. D. Johnson (Eds.), LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners (pp. 17-22). (CEUR Workshop Proceedings; Vol. 1596). CEUR-WS.

Davis, Dan ; Chen, Guanliang ; Jivet, Ioana et al. / Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. editor / Susan Bull ; Blandine M. Ginon ; Judy Kay ; Michael D. Kickmeier-Rust ; Matthew D. Johnson. CEUR-WS, 2016. pp. 17-22 (CEUR Workshop Proceedings).

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title = "Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback",

abstract = "Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain morefrom a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.",

keywords = "Learner Feedback, Learning Analytics, Self-Regulated Learning, Study Planning",

author = "Dan Davis and Guanliang Chen and Ioana Jivet and Claudia Hauff and Geert-Jan Houben",

year = "2016",

language = "English",

series = "CEUR Workshop Proceedings",

publisher = "CEUR-WS",

pages = "17--22",

editor = "Susan Bull and Ginon, {Blandine M.} and Judy Kay and Kickmeier-Rust, {Michael D.} and Johnson, {Matthew D.}",

booktitle = "LAL 2016 - Learning Analytics for Learners",

}

Davis, D, Chen, G, Jivet, I, Hauff, C & Houben, G-J 2016, Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. in S Bull, BM Ginon, J Kay, MD Kickmeier-Rust & MD Johnson (eds), LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. CEUR Workshop Proceedings, vol. 1596, CEUR-WS, pp. 17-22.

Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. / Davis, Dan; Chen, Guanliang; Jivet, Ioana et al.
LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. ed. / Susan Bull; Blandine M. Ginon; Judy Kay; Michael D. Kickmeier-Rust; Matthew D. Johnson. CEUR-WS, 2016. p. 17-22 (CEUR Workshop Proceedings; Vol. 1596).

Research output: Chapter in Book/Conference proceedings/Edited volume › Conference contribution › Scientific › peer-review

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AU - Davis, Dan

AU - Chen, Guanliang

AU - Jivet, Ioana

AU - Hauff, Claudia

AU - Houben, Geert-Jan

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AB - Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain morefrom a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.

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KW - Self-Regulated Learning

KW - Study Planning

M3 - Conference contribution

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EP - 22

BT - LAL 2016 - Learning Analytics for Learners

A2 - Bull, Susan

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A2 - Kickmeier-Rust, Michael D.

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PB - CEUR-WS

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Davis D, Chen G, Jivet I, Hauff C, Houben GJ. Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. In Bull S, Ginon BM, Kay J, Kickmeier-Rust MD, Johnson MD, editors, LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. CEUR-WS. 2016. p. 17-22. (CEUR Workshop Proceedings).

Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback

Abstract

Publication series

Keywords

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