Content area
Recent advancements in educational technology have enabled teachers to use learning analytics (LA) and flipped classrooms. The present study investigated the impact of a LA-based feedback system on students’ academic achievement and self-regulated learning (SRL) in a flipped learning (FL) environment. The study used a pretest-posttest control group quasi-experimental design with 71 pre-service teachers in the experimental group and 56 pre-service teachers in the control group, both enrolled in an information technology course. The experimental group received LA-based feedback during a 4-week training program in the FL classroom, while the control group did not receive this feedback. Data were collected using an achievement test, an online SRL questionnaire, and a student opinion form. The study found that the students’ SRL and academic achievement were not significantly affected by the LA-based feedback system in FL classrooms. In contrast, according to the qualitative research findings, students claimed the LA-based feedback helped them learn because it allowed them to monitor their learning processes.
Details
Educational Practices;
Achievement Tests;
Achievement Need;
Educational Resources;
Control Groups;
Experimental Groups;
Group Instruction;
Learning Processes;
Direct Instruction;
Academic Achievement;
At Risk Students;
Blended Learning;
Flipped Classroom;
Online Courses;
Learning Management Systems;
Electronic Learning;
Outcomes of Education;
Educational Environment;
Course Content;
Developmental Stages;
Educational Facilities Improvement;
Individual Needs;
Behavioral Objectives;
Class Activities
