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

Seyyed Kazem Banihashem*, Mohammadreza Farrokhnia, Mehdi Badali, Omid Noroozi

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)442-452
JournalInnovations in Education and Teaching International
Volume59
Issue number4
Early online date26 Feb 2021
DOIs
Publication statusPublished - 4 Jul 2022

Keywords

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

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