Learning analytics dashboard design: Workplace learner preferences for reference frames in immersive training in practice

First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students’ self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students’ SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students’ cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students’ SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL.

This study aimed to investigate the impact of self-regulated learning (SRL) skills on the academic success of non-commissioned officer (NCO) students within a Special Vocational College (SVC) belonging to the government context. As blended courses become increasingly prevalent, there is a growing interest in understanding the role of SRL, a critical determinant of academic performance. While SRL has garnered substantial attention in higher education, limited research has focused on its relevance within SVCs. Furthermore, little is known about the factors influencing students' SRL levels in online learning settings and their subsequent impact on course performance. Therefore, this study endeavors to identify the factors that influence SVC students' SRL and assess how it impacts success in blended courses. The study was conducted during the Fall semester of 2022-2023, encompassing five distinct compulsory blended courses and involving a total of 203 SVC students. We utilized a path model, expanding upon the framework proposed by Liaw and Huang in 2013, to assess the influence of SRL on academic achievement. The findings demonstrated that students' perceptions of the interactivity in the learning environment (ILE) and their perceived self-efficacy (PSE) had a positive and significant impact on their perceived satisfaction (PS). Additionally, ILE, PSE, and PS significantly influenced the perceived usefulness (PU) of the learning management system (LMS). Furthermore, ILE, PU, and PS emerged as significant predictors of students' SRL skills. However, the observed results did not entirely align with the expected impact on academic success. The study's findings shed light on the complex relationship between course achievement and SRL in blended learning settings, as well as the interrelated factors at play. The practical implications of these findings extend to how LMS administrators can support students in blended courses in becoming more self-regulated learners.

Developing problem solving competence is one of the main goals of Mathematics Education. Self-regulated learning skills are important for success in problem solving. The aim of this paper is to present the results of a research about 10-11 years old pupils’ self-regulated learning and problem solving skills and the relation between these two skills. The results show that more than three quarters of 10-11 years old pupils like Mathematics, but only the half of them likes to solve non-routine problems. The positive attitude towards Mathematics is influenced by pupils’ positive experiences on solving problems and their beliefs in the utility of Mathematics in their future. Most of the pupils don’t give up if they can’t solve the problem, they go over the text again, they try to find similar worked examples, they ask for help. There is a mild correlation between pupils’ self-control and problem solving skills, a weak correlation between pupils’ attitude towards Mathematics and their problem solving skills.

In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices.

Measuring self-regulated learning (SRL) skills of engineering college students while using enhanced guided notes (EGN) promotes a better understanding of how students deal with notetaking activities. This study focused on students’ task interpretation, cognitive strategies, and SRL processes including planning, monitoring, and regulating strategies while using EGN in an electric circuits course. The main objectives of this study were to (1) understand how students’ SRL skills changed after using EGN; and (2) evaluate how students’ conceptual understanding on electric circuits improved after using EGN. Ninety-seven students enrolled in the Fundamental Electronics for Engineers course at a land grant university participated in the study. A self-regulated learning survey instrument developed using Butler and Cartier’s SRL model was used to capture students’ task interpretation, cognitive strategies, and SRL processes. In addition, Holton’s DC/AC Circuits Concept Inventory was used to measure students’ conceptual understanding of DC/AC concepts. Participants were asked to complete both surveys twice online, at the beginning and end of the semester. Descriptive statistics, independent and paired t-tests, and a cluster analysis technique were used to analyze data. Data analysis of the SRL survey revealed that students had different SRL profiles. Students in the improved group reported a significant improvement in planning, monitoring, and regulating strategies. On the other hand, those in the declined group showed a lower awareness of all SRL skills at the end of semester. Furthermore, the findings revealed an improvement in students’ conceptual understanding. This article will also discuss the potential implications for electric circuit concepts instruction.

For K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning.

Assessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners’ self-regulated learning, critical thinking, and problem-solving skills; therefore, the present research attempted to inspect the impacts of self and peer assessment activities on self-regulated learning, critical thinking, and problem-solving skills of Iranian EFL learners. To do so, 75 Iranian EFL learners were selected and divided into two experimental groups (peer assessment group (PAG) and self-assessment group (SAG)) and one control group (CG). Then, three questionnaires of self-regulated learning, critical thinking, and problem-solving skills were administered to the students as the pre-tests of the study. After that, one experimental group received the treatment via using self-assessment and the other experimental group received the instruction through peer assessment. The control group received a teacher-based assessment instruction. After teaching 13 English conversations to all groups, 3 post-tests were given to them to measure the impacts of the treatment on their self-regulated learning, critical thinking, and problem-solving skills. The results of one-way ANOVA showed that there was a substantial difference between the post-tests of the experimental groups and the control group. The results showed that both experimental groups outperformed the control group in the post-tests of self-regulated learning, critical thinking, and problem-solving skills. Furthermore, the outcomes revealed that there were no significant differences between the post-tests of the experimental groups. It can be concluded that both types of assessments play a vital role in English language teaching and learning. Based on the results of this study, language teachers, materials developers, and education authorities can concentrate on using self and peer assessments as one of the main strategies to develop the language learning ability of Iranian EFL learners.

The goal of this study was to develop and test an intervention in order to improve academic writing and SRL skills of English learners (ELs). ELs are well-represented across university and college campuses in the United States. While most of them thrive academically and receive their undergraduate and graduate degrees, a majority of ELs experience difficulties with academic writing such as limited English proficiency levels and opportunities to practice academic writing. Therefore, there is a need to develop and examine evidence-based interventions to promote the development of academic writing skills of ELs. One promising line of research involves adding instruction in self-regulated learning (SRL) to writing courses. In this study, the SRL writing intervention was delivered as a one-credit semester-long course taught at a medium research university. A mixed-methods research design, combining single case quasi-experimental design to collect quantitative data and focus group interviews to collect qualitative data, was used with undergraduate ELs (n = 8) from Southeast Asia. The results of this study revealed that the SRL writing intervention had a small positive effect on the quality of students’ persuasive writing skills, but no effect on students’ SRL skills. Focus group interviews suggested that students appreciated learning about SRL skills, but found the SRL journal confusing and frequent. These findings suggest that both writing and SRL skills are teachable, but may require more time and adjustments to the teaching and learning methods employed in the study. Recommendations for the development of the improved intervention are also provided.

There is an increased interest in the application of learning analytics (LA) to promote self-regulated learning (SRL). A variety of LA dashboards and indicators were proposed to support different crucial SRL processes, such as planning, awareness, self-reflection, self-monitoring, and feedback. However, the design of these dashboards and indicators is often without reference to theories in learning science, human-computer interaction (HCI), and information visualization (InfoVis). Moreover, there is a lack of theoretically sound frameworks to guide the systematic design and development of LA dashboards and indicators to scaffold SRL. This chapter seeks to explore theoretical underpinnings of the design of LA-enhanced SRL applications, drawing from the fields of learning science, HCI, and InfoVis. We first present the Student-Centered Learning Analytics-enhanced Self-Regulated Learning (SCLA-SRL) methodology for building theory-driven LA-enhanced SRL applications for and with learners. We then put this methodology into practice by designing and developing LA indicators to support novice programmers' SRL in a higher education context.

Purpose of the study: The primary purpose of this study is to investigate the effect of formal and non-formal modes of education on students' digital literacy skills and self-regulated learning skills. In addition, to examine and compare these skills in students regarding discipline of their study.
 Methodology: Causal comparative research was used for obtaining purposes, as mentioned earlier. Furthermore, two research instruments, DLS (Digital Literacy Scale) by Wardhani et al. (2019) and SSRL (Self-regulated Learning Skills) by Erdogan (2016), are used to collect data. MANOVA and descriptive statistics were used to analyze data.
 Main Findings: According to the objectives as mentioned above, the results extracted from findings revealed that formal and non-formal modes of education have a significant effect on students’ digital literacy and self-regulated learning skills. Moreover, non-formal students tend to have higher digital literacy skills and self-regulated learning skills, particularly in the natural and computer sciences disciplines.
 Applications of the study: This study holds significance in assessing digital literacy and self-regulated expertise in both formal and non-formal education. It offers valuable insights to educators, policymakers, and curriculum designers. Furthermore, it supports the integration of self-regulated learning strategies and digital literacy into the curriculum, contributing to the development of self-regulated and digitally literate individuals. Additionally, this research aids in enhancing already established knowledge and the body of literature. 
 Novelty/Originality of the study: Numerous studies have been conducted to examine the relationship between digital literacy and self-regulated learning skills discussed in the introduction section. However, this study is unique in investigating how formal and non-formal education cause an effect on self-regulated learning and digital literacy. It also compares these effects across disciplines in university settings, discerning students' preferred learning modes.

In this study the researcher investigates  Thai secondary students’ experiences with a personalised blended learning (PBL) platform using Microsoft Teams (MS Teams) to enhance their English communication skills and self-regulated learning (SRL) skills. Employing an intrinsic case study method, I collect data from 19 students with A1 level Common European Framework of Reference for Languages  enrolled in the remedial English course through classroom observation field notes, learners’ reflective journals, semi-structured interviews, and MS Teams assignments integration. Through thematic analysis, the findings reveal that MS Teams features, such as Reading Progress, Immersive Reader, and interactive task-based assignments, support listening, speaking, reading, and writing skills, allowing students to practise asynchronously and receive timely, personalised feedback. Regarding SRL, MS Teams enables students to set goals, track progress, and reflect on their performance while offering flexibility through adjustable deadlines and revisitable materials. However, I note challenges such as technical limitations, variations in digital literacy, and inconsistent engagement levels. Via thematic analysis I identify recurring patterns in qualitative data, while recorded data from MS Teams Insights highlight student performance and engagement trends. In conclusion, MS Teams, when integrated into PBL, significantly enhances English communication skills and SRL behaviours, providing valuable insights for improving technology-supported language instruction in secondary education contexts.

This study aimed to describe the self-regulated learning skills of prospective teachers studying at a public university in Istanbul and reveal their differences in relation to the components of these skills, namely motivation and taking action to learn, planning and goal-setting, strategy use and evaluation, and attachment in learning, as well as other variables, including their major, type of high school completed, age, gender, socioeconomic level and parents’ education level. It was also investigated whether there was a relationship between the participants’ self-regulated learning skills and their major and grade levels. The screening model was used in the research. The sample consisted of students studying at a public university in Istanbul in the 2018-2019 academic year and selected using the simple random sampling method. The participants comprised 926 first-, second-, third- and fourth-grade students attending the departments of computer education and instructional technology, classroom teaching, preschool teaching, mathematics teaching, science teaching, guidance and psychological counseling, Turkish language teaching, social studies teaching, special education, English language teaching, French language teaching, and German language teaching. The Self-Regulatory Learning Skills Scale (SRLSS) and a personal information form were used as the data collection tools. The findings of the research revealed that the prospective teachers had high scores in the subscales of SRLSS and the overall scale. It was concluded that the prospective science teachers had higher scores in planning and goal-setting than the students attending all other programs except for mathematics teaching. Furthermore, the scores of female prospective teachers in all subscales were higher than those of the male participants. Considering the type of high school, the participants that had completed basic high school scored higher in strategy use and evaluation compared to those that had finished other types of high school. When the prospective teachers’ self-regulated learning skills were analyzed according to their parents' education level, no significant difference was found. Keywords: self-regulated learning, prospective teachers, teacher education.

BackgroundLifelong learning is integral to providing safe and effective healthcare. This requires effective strategies for self-regulated learning (SRL). Problem-based learning (PBL) is one recognized method for fostering SRL skills. While self-assessment is known to promote SRL, its effectiveness within PBL tutorials, especially for new medical students, remains underexplored. Given the established evidence of self-assessment’s impact on SRL, this study examines its role specifically within PBL to explore whether it enhances self-regulatory processes in novice learners.MethodsUsing a post-positivist approach, a multi-method study was conducted, with Zimmerman’s SRL framework as a theoretical lens. A correlation analysis assessed the relationship between self-assessment and SRL. A pre-test post-test interventional study without a control group measured changes in SRL following implementation of self-assessment. Hierarchical multiple regression analysis was conducted to assess whether self-assessment predict students’ self-regulated learning improvement. The intervention used a previously validated tool the “Self-assessment Scale for Active learning and Critical Thinking (SSACT).” Additionally, qualitative methods explored the impact of self-assessment on SRL skills in the PBL tutorial context.ResultsOur findings indicate a positive correlation between self-assessment and SRL, suggesting a potential dynamic relationship between the two constructs. The students’ motivation after implementation of self-assessment is significantly increased. Self-assessment played a crucial role on the development of students’ self-regulated learning. Qualitative analysis reveals that self-assessment contributes to heightened self-awareness, goal orientation, and effective task planning among medical students in PBL tutorials. Furthermore, the provision of external feedback and revision opportunities enhanced students’ self-regulation in the learning process.ConclusionThis study sheds light on the promising role of self-assessment in augmenting SRL skills among novice medical students within PBL settings. The findings underscore the potential of self-assessment as a valuable tool to cultivate self-regulation. By bridging the gap in understanding the impact of self-assessment on SRL within PBL, this research not only contributes valuable insights but also informs the design of effective educational interventions. The use of a validated self-assessment tool can empower medical learners to develop the crucial skill of self-regulation, thereby enhancing their overall educational experience.

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

The focus of education is increasingly on learners’ ability to regulate their own learning within technology-enhanced learning environments. Prior research has shown that self-regulated learning (SRL) leads to better learning performance. However, many learners struggle to productively self-regulate their learning, as they typically need to navigate the myriad of cognitive, metacognitive, and motivational processes that SRL demands. To address these challenges, the FLoRA engine is developed to help students, workers, and professionals improve their SRL skills and become productive lifelong learners. FLoRA incorporates several learning tools that are grounded in SRL theory and enhanced with learning analytics (LA), aimed at improving learners’ mastery of different SRL skills. The engine tracks learners’ SRL behaviours during a learning task and provides automated scaffolding to help learners effectively regulate their learning. The main contributions of FLoRA include (1) creating instrumentation tools that unobtrusively collect intensively sampled, fine-grained, and temporally ordered trace data about learners’ learning actions; (2) building a trace parser that uses LA and related analytical techniques (e.g., process mining) to model and understand learners’ SRL processes; and (3) providing a scaffolding module that presents analytics-based adaptive, personalized scaffolds based on students’ learning progress. The architecture and implementation of the FLoRA engine are also discussed in this paper.