Analytics of Time Management Strategies in a Flipped Classroom

Autor/inn/en	Ahmad Uzir, Nora'ayu; Gaševic, Dragan; Matcha, Wannisa; Jovanovic, Jelena; Pardo, Abelardo
Titel	Analytics of Time Management Strategies in a Flipped Classroom
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 1, S.70-88 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahmad Uzir, Nora'ayu) ORCID (Gaševic, Dragan) ORCID (Matcha, Wannisa) ORCID (Jovanovic, Jelena) ORCID (Pardo, Abelardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12392
Schlagwörter	Time Management; Blended Learning; Learning Analytics; Undergraduate Students; Computer Science Education; Engineering Education; Markov Processes; Learning Strategies; Feedback (Response) + Suchen Sie Ihr Suchwort? Zeitmanagement; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Markowscher Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This paper aims to explore time management strategies followed by students in a flipped classroom through the analysis of trace data. Specifically, an exploratory study was conducted on the dataset collected in three consecutive offerings of an undergraduate computer engineering course (N = 1,134). Trace data about activities were initially coded for the timeliness of activity completion. Such data were then analysed using agglomerative hierarchical clustering based on Ward's algorithm, first order Markov chains, and inferential statistics to (a) detect time management tactics and strategies from students' learning activities and (b) analyse the effects of personalized analytics-based feedback on time management. The results indicate that meaningful and theoretically relevant time management patterns can be detected from trace data as manifestations of students' tactics and strategies. The study also showed that time management tactics had significant associations with academic performance and were associated with different interventions in personalized analytics-based feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01