https://orcid.org/0000-0003-4963-8083
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ABSTRACT
In this research, the effect of the use of learning analytics (LA) based feedback as a metacognitive tool on the learners’ transactional distance and motivation was examined. The research was carried out according to experimental design and was carried out on 81 university students. The students were randomly assigned to the experimental and control groups. While the students in the experimental group were provided feedback on the weekly LA results, no feedback was provided to the students in the control group about the LA results. Research data were obtained through transactional distance scale and motivated strategies for learning questionnaire. The results of the study showed that providing metacognitive feedback support to learners about LA results has an effect on decreasing transactional distance and increasing motivation. In line with the results of the research, various suggestions were given for researchers, teachers and instructional designers.
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No potential conflict of interest was reported by the authors.
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Fatma Gizem Karaoglan Yilmaz
Fatma Gizem Karaoglan Yilmaz is an associate professor in the Department of Computer Technology & Information Systems at Bartin University in Turkey. She is interested in distance education, human–computer interaction, data mining, learning analytics and eye tracking, virtual reality augmented reality.
Ramazan Yilmaz
Ramazan Yilmaz is an associate professor in the Department of Computer Technology & Information Systems at Bartin University in Turkey. He is interested in smart learning environments, online learning, learning analytics, technology-enhanced learning.