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

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Curricular Concept Maps as Structured Learning Diaries: Collecting data on self-regulated learning and conceptual thinking for learning analytics applications. / Kivimäki, Ville; Pesonen, Joonas; Romanoff, Jani; Remes, Heikki; Ihantola, Petri.

julkaisussa: Journal of Learning Analytics, Vuosikerta 6, Nro 3, 13.12.2019, s. 106-121.

Tutkimustuotos: Lehtiartikkelivertaisarvioitu

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Bibtex - Lataa

@article{6cdd6ed7ba164c5fa5ed35ed30fc39e9,
title = "Curricular Concept Maps as Structured Learning Diaries: Collecting data on self-regulated learning and conceptual thinking for learning analytics applications",
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.",
keywords = "self-regulated learning, conceptual thinking, concept mapping, curriculum, learning diary",
author = "Ville Kivim{\"a}ki and Joonas Pesonen and Jani Romanoff and Heikki Remes and Petri Ihantola",
year = "2019",
month = "12",
day = "13",
doi = "10.18608/jla.2019.63.13",
language = "English",
volume = "6",
pages = "106--121",
journal = "Journal of Learning Analytics",
issn = "1929-7750",
number = "3",

}

RIS - Lataa

TY - JOUR

T1 - Curricular Concept Maps as Structured Learning Diaries: Collecting data on self-regulated learning and conceptual thinking for learning analytics applications

AU - Kivimäki, Ville

AU - Pesonen, Joonas

AU - Romanoff, Jani

AU - Remes, Heikki

AU - Ihantola, Petri

PY - 2019/12/13

Y1 - 2019/12/13

N2 - 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.

AB - 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.

KW - self-regulated learning

KW - conceptual thinking

KW - concept mapping

KW - curriculum

KW - learning diary

UR - http://www.scopus.com/inward/record.url?scp=85078616306&partnerID=8YFLogxK

U2 - 10.18608/jla.2019.63.13

DO - 10.18608/jla.2019.63.13

M3 - Article

VL - 6

SP - 106

EP - 121

JO - Journal of Learning Analytics

JF - Journal of Learning Analytics

SN - 1929-7750

IS - 3

ER -

ID: 39588630