Aplicação de learning analytics para fomentar a autorregulação da aprendizagem na educação híbrida

Abstract

Blended Learning is an educational modality that combines face-to-face and online environments and has been gaining attention in recent years. Among its benefits, there is more autonomy and flexibility for students; conversely, they need self-regulated learning skills to plan and carry out necessary activities. Furthermore, there is evidence that indicates a positive correlation between the development of these skills and student’s academic performance. Therefore, the present study proposes the use of Learning Analytics interventions to encourage self-regulated learning in blended learning. A dashboard was developed with data visualizations and recommendations related to self-regulated learning in blended learning. An experiment was conducted to evaluate the self-regulation skills of students in a blended undergraduate course using the Online Self-Regulated Learning Questionnaire (OSLQ) and also collect their perceptions regarding the use of the proposed dashboard. The results suggest positive perceptions about the developed dashboard, especially with the recognition of its usefulness in supporting the steps involved in self-regulated learning process.