Curricular Concept Maps as Structured Learning Diaries: Collecting data on self-regulated learning and conceptual thinking for learning analytics applications

Ville Kivimäki, Joonas Pesonen, Jani Romanoff, Heikki Remes, Petri Ihantola

Research output: Contribution to journalArticleScientificpeer-review

2 Citations (Scopus)
98 Downloads (Pure)

Abstract

The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.
Original languageEnglish
Pages (from-to)106-121
Number of pages16
JournalJournal of Learning Analytics
Volume6
Issue number3
DOIs
Publication statusPublished - 13 Dec 2019
MoE publication typeA1 Journal article-refereed

Keywords

  • self-regulated learning
  • conceptual thinking
  • concept mapping
  • curriculum
  • learning diary

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