Encouraging metacognition and self-regulation in MOOCs through increased learner feedback

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

Encouraging metacognition and self-regulation in MOOCs through increased learner feedback

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

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other

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 reection and self-regulation. We also present some preliminary findings which show how exposure to feedback can significantly increase student success and engagement.

Original language	English
Title 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
Place of Publication	Aachen Germany
Publisher	CEUR-WS
Pages	17-22
Number of pages	6
Volume	1596
Publication status	Published - 2016
Externally published	Yes
Event	LAK Workshop on Learning Analytics for Learners 2016 - Edinburgh, United Kingdom Duration: 26 Apr 2016 → 26 Apr 2016 http://lak16.solaresearch.org/?page_id=319 (Website) http://ceur-ws.org/Vol-1596/ (Proceedings)

Publication series

Name	CEUR Workshop Proceedings
Publisher	CEUR-WS
ISSN (Print)	1613-0073

Workshop

Workshop	LAK Workshop on Learning Analytics for Learners 2016
Abbreviated title	LAK 2016
Country/Territory	United Kingdom
City	Edinburgh
Period	26/04/16 → 26/04/16
Internet address	http://lak16.solaresearch.org/?page_id=319 (Website) http://ceur-ws.org/Vol-1596/ (Proceedings)

Keywords

Learner feedback
Learning analytics
Self-regulated learning
Study planning

Access to Document

301889893-oaFinal published version, 900 KB

http://ceur-ws.org/Vol-1596/paper3.pdf

Cite this

Davis, D., Chen, G., Jivet, I., Hauff, C., & Houben, G.-J. (2016). Encouraging metacognition and self-regulation in MOOCs through increased learner feedback. In S. Bull, B. M. Ginon, J. Kay, M. D. Kickmeier-Rust, & M. D. Johnson (Eds.), Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners (Vol. 1596, pp. 17-22). (CEUR Workshop Proceedings). CEUR-WS. http://ceur-ws.org/Vol-1596/paper3.pdf

Davis, Dan ; Chen, Guanliang ; Jivet, Ioana et al. / Encouraging metacognition and self-regulation in MOOCs through increased learner feedback. 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. Vol. 1596 Aachen Germany : CEUR-WS, 2016. pp. 17-22 (CEUR Workshop Proceedings).

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title = "Encouraging metacognition and 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 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 reection and self-regulation. We also present some preliminary findings which show how exposure to feedback can significantly increase student success and engagement.",

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

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booktitle = "Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners",

address = "Germany",

note = "LAK Workshop on Learning Analytics for Learners 2016, LAK 2016 ; Conference date: 26-04-2016 Through 26-04-2016",

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Davis, D, Chen, G, Jivet, I, Hauff, C & Houben, G-J 2016, Encouraging metacognition and self-regulation in MOOCs through increased learner feedback. in S Bull, B M. Ginon, J Kay, M D. Kickmeier-Rust & M D. Johnson (eds), Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. vol. 1596, CEUR Workshop Proceedings, CEUR-WS, Aachen Germany, pp. 17-22, LAK Workshop on Learning Analytics for Learners 2016, Edinburgh, United Kingdom, 26/04/16. <http://ceur-ws.org/Vol-1596/paper3.pdf>

Encouraging metacognition and self-regulation in MOOCs through increased learner feedback. / Davis, Dan; Chen, Guanliang; Jivet, Ioana et al.
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. Vol. 1596 Aachen Germany: CEUR-WS, 2016. p. 17-22 (CEUR Workshop Proceedings).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Other

TY - GEN

T1 - Encouraging metacognition and self-regulation in MOOCs through increased learner feedback

AU - Davis, Dan

AU - Chen, Guanliang

AU - Jivet, Ioana

AU - Hauff, Claudia

AU - Houben, Geert-Jan

PY - 2016

Y1 - 2016

N2 - 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 reection and self-regulation. We also present some preliminary findings which show how exposure to feedback can significantly increase student success and engagement.

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 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 reection and self-regulation. We also present some preliminary findings which show how exposure to feedback can significantly increase student success and engagement.

KW - Learner feedback

KW - Learning analytics

KW - Self-regulated learning

KW - Study planning

UR - https://www.scopus.com/pages/publications/84978194482

M3 - Conference Paper

AN - SCOPUS:84978194482

VL - 1596

T3 - CEUR Workshop Proceedings

SP - 17

EP - 22

BT - Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners

A2 - Bull, Susan

A2 - M. Ginon, Blandine

A2 - Kay, Judy

A2 - D. Kickmeier-Rust, Michael

A2 - D. Johnson, Matthew

PB - CEUR-WS

CY - Aachen Germany

T2 - LAK Workshop on Learning Analytics for Learners 2016

Y2 - 26 April 2016 through 26 April 2016

ER -

Encouraging metacognition and self-regulation in MOOCs through increased learner feedback

Abstract

Publication series

Workshop

Keywords

Access to Document

Other files and links

Cite this