Learning Analytics: a Metacognitive Tool to Engage Students
The research described in this book searches for the answers on how learners learn in todays open and networked learning environments and how learners, educators, institutions, and researchers can best support this process. There is sufficient data available on virtual learning environments, provide...
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| Materialtyp: | Online |
| Språk: | engelska |
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De Gruyter
2022
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| Länkar: | ONIX_20220317_9788366675643_30 |
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| _version_ | 1863738847613943808 |
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| author | Volungevičienė, Airina |
| author_browse | Volungevičienė, Airina |
| author_facet | Volungevičienė, Airina |
| author_sort | Volungevičienė, Airina |
| collection | Directory of Open Access Books |
| description | The research described in this book searches for the answers on how learners learn in todays open and networked learning environments and how learners, educators, institutions, and researchers can best support this process. There is sufficient data available on virtual learning environments, provided by learning analytics, on student and teacher behaviour and performance, but there is no common practice among teachers in higher education for using this data to improve the learning and teaching process. Learning analytics and data may inform and improve open and online learning from the point of view of teacher and learner awareness about their behaviour and their learning and teaching methods. The idea of describing learning analytics as a metacognitive tool, suggesting a development of metacognitive decision-making skills in teacher education, and focusing on learning design in higher education by using data from learning analytics served as the main focus of this research. The aim of the research was to create the model of application of learning analytics method as a metacognitive tool to enhance student success. The aim of the research was reached through theoretical and empirical objectives, namely: describing the learning analytics method as a metacognitive tool revealing teacher metacognitive practices in application of learning analytics in teaching and learning, as well as learning design and creating the model of application of learning analytics as a metacognitive tool to enhance student success. This research study is the result of the research project “Open Online Learning for Digital and Networked Society (3.3-LMT-K-712-01-0189)”. |
| format | Online |
| id | doab-20.500.12854ir-79430 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | De Gruyter |
| publisherStr | De Gruyter |
| record_format | ojs |
| spelling | doab-20.500.12854ir-794302024-03-29T09:15:57Z Learning Analytics: a Metacognitive Tool to Engage Students Volungevičienė, Airina education predagogy curriculum bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education The research described in this book searches for the answers on how learners learn in todays open and networked learning environments and how learners, educators, institutions, and researchers can best support this process. There is sufficient data available on virtual learning environments, provided by learning analytics, on student and teacher behaviour and performance, but there is no common practice among teachers in higher education for using this data to improve the learning and teaching process. Learning analytics and data may inform and improve open and online learning from the point of view of teacher and learner awareness about their behaviour and their learning and teaching methods. The idea of describing learning analytics as a metacognitive tool, suggesting a development of metacognitive decision-making skills in teacher education, and focusing on learning design in higher education by using data from learning analytics served as the main focus of this research. The aim of the research was to create the model of application of learning analytics method as a metacognitive tool to enhance student success. The aim of the research was reached through theoretical and empirical objectives, namely: describing the learning analytics method as a metacognitive tool revealing teacher metacognitive practices in application of learning analytics in teaching and learning, as well as learning design and creating the model of application of learning analytics as a metacognitive tool to enhance student success. This research study is the result of the research project “Open Online Learning for Digital and Networked Society (3.3-LMT-K-712-01-0189)”. 2022-03-17T08:43:06Z 2022-03-17T08:43:06Z 2021 book ONIX_20220317_9788366675643_30 9788366675643 9788366675650 https://directory.doabooks.org/handle/20.500.12854/79430 eng application/octet-stream Attribution-ShareAlike 4.0 International https://www.sciendo.com/book/9788366675643 https://www.sciendo.com/book/9788366675643 De Gruyter Sciendo 10.2478/9788366675643 10.2478/9788366675643 af2fbfcc-ee87-43d8-a035-afb9d7eef6a5 9788366675643 9788366675650 Sciendo 200 Berlin/Boston open access |
| spellingShingle | education predagogy curriculum bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education Volungevičienė, Airina Learning Analytics: a Metacognitive Tool to Engage Students |
| title | Learning Analytics: a Metacognitive Tool to Engage Students |
| title_full | Learning Analytics: a Metacognitive Tool to Engage Students |
| title_fullStr | Learning Analytics: a Metacognitive Tool to Engage Students |
| title_full_unstemmed | Learning Analytics: a Metacognitive Tool to Engage Students |
| title_short | Learning Analytics: a Metacognitive Tool to Engage Students |
| title_sort | learning analytics a metacognitive tool to engage students |
| topic | education predagogy curriculum bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | education predagogy curriculum bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education |
| url | ONIX_20220317_9788366675643_30 |
| work_keys_str_mv | AT volungevicieneairina learninganalyticsametacognitivetooltoengagestudents |