The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation

ABSTRACT

So far, the synergistic relationship between learning design and learning analytics and its impact on learners’ educational practices have been investigated. However, little work has been done to show how integrated learning design based on constructivism learning theory and learning analytics can affect learners’ engagement and self-regulation. Thus, this study aimed to investigate the effect of the Constructivist Learning Design and Learning Analytics (CLDLA) Model on learners’ engagement and self-regulation. In this experimental study, 50 graduate students at Iranian’ Allameh Tabataba’i University were asked to participate in a Moodle course called “Teaching Skills” and fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two steps as a pre-test and post-test measurements. Analysis of the data indicated that the CLDLA model has a positive impact on learners’ engagement and self-regulation. Based on the results, recommendations for further research and educational practices are suggested.

KEYWORDS:

• Constructivism
• learning design
• learning analytics
• engagement
• self-regulation
• higher education

Disclosure statement

The authors reported no potential conflict of interest.

Additional information

Notes on contributors

Seyyed Kazem Banihashem

Seyyed Kazem Banihashem is a PhD graduate in the field of Educational Technology from Allameh Tabataba’i University, Iran. He currently works as a postdoctoral researcher at Wageningen University and Research, the Netherlands. His research interests include Learning Analytics, Technology Enhanced Learning, Learning Design, Peer Feedback, and Computer-Supported Collaborative Learning (CSCL).

Mohammadreza Farrokhnia is a PhD candidate at the Education and Learning Sciences Group, Wageningen University and Research, the Netherlands. His research interests include E-Learning, Computer-Supported Collaborative Learning (CSCL), Concept Maps, Educational Technology, Online Learning Environments, and Entrepreneurship Education.

Mehdi Badali is a PhD graduate in the field of Educational Technology from Tarbiat Modares University, Iran. His research interests include E-Learning, Massive Open Online Course (MOOC), and Instructional Design.

Omid Noroozi is a faculty member of Educational Technology at the Education and Learning Sciences Chair Group, Wageningen University and Research, the Netherlands. His research interests include Collaborative Learning, E-Learning and Distance Education, Computer-Supported Collaborative Learning (CSCL), Argumentative Knowledge Construction in CSCL, Argumentation Based CSCL, CSCL Scripts and, Trans activity.