Gender differences in engagement and self-regulation in an online constructivist learning design and learning analytics environment

S.K. Banihashem, O. Noroozi, M. Parvaneh Akhteh Khaneh

Research output: Chapter in Book/Report/Conference proceedingConference paperAcademicpeer-review

Abstract

There is a growing body of research on using learning analytics in an online constructivist learning
environment to improve students’ engagement and self-regulation. However, little is known to what extent
female and male students differ in their engagement and self-regulation in an online Constructivist Learning
Design and Learning Analytics (CLDLA) environment. This study was conducted to explore gender differences
in engagement and self-regulation in a constructivist learning design and learning analytics environment. To do
this, 50 female and male graduate students from Allameh Tabataba’i University participated in a Moodle course
called “Teaching skills” and they were asked to fill out Agentic Engagement Scale and Self-Regulation
Questionnaires in two phases as pre-test and post-test. The findings showed that female students received a
higher score for engagement and self-regulation scale compared to male students from pre-test to post-test.
These findings suggest that female students found the online CLDLA environment more engaging and self-
regulative than male students. Based on the results, recommendations for future research and educational
practice are presented.
Original languageEnglish
Title of host publicationProceedings of the International Conference on Studies in Education and Social Sciences (ICSES) 2021
EditorsS. Jackowicz, T. Ozturk
Place of PublicationAntalya, Turkey
Pages171-176
Publication statusPublished - 11 Nov 2021
EventInternational Conference on Studies in
Education and Social Sciences
- Antalya, Turkey
Duration: 11 Nov 202114 Nov 2021

Conference

ConferenceInternational Conference on Studies in
Education and Social Sciences
Abbreviated titleICSES
Country/TerritoryTurkey
CityAntalya
Period11/11/2114/11/21

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