A «blended learning» approach incorporating learning analytics is being developed and implemented in the lectures and exercises for psychological assessment in the bachelor’s and master’s degree programs in psychology. This approach aims to support students optimally in their learning process. Students benefit from online formative assessments, after which they receive immediate, detailed feedback on the correctness of their answers, along with explanations of why an answer was (in)correct. Students can also post questions they want to discuss in person during the guided question sessions. Additionally, they receive personalized feedback and learning recommendations through a dashboard to monitor their learning progress and promote self-regulated learning.
This comprehensive approach is being investigated as a research focus to assess its effectiveness. Models for predicting learning success are being developed using machine learning techniques, focusing on specific aspects of learning behavior such as preparation, performance, engagement, learning strategies, and the continuity of learning. Moreover, potential correlations between learning behavior and personality traits (e.g., conscientiousness, self-efficacy, and self-regulation) are being explored. By employing learning analytics, questionnaire data can be combined with behavioral data. Our goal is to use extensive data and methods to develop an understanding of how students can be optimally supported in their learning, even when studying in large cohorts.
Borter, N. (2024). The influence of additional formative assessments on learning success and self-regulated learning behavior in a blended learning setting. Studia Paedagogica, 28, 9-38. https://doi.org/10.5817/SP2023-3-1
Hahn, J., Raemy, U., Sipos, K., Schnyder, S., Troche, S., & Borter, N. (2024, March 18-22). Enhancing Self-Regulated Learning Through Personalized Analytics [Demo]. The 14th International Learning Analytics and Knowledge Conference, Kyoto, Japan.
https://youtu.be/E74XORbFZGY
Raemy, U. E., Troche, S. J., Sipos, K., Mayer, B., Klostermann, A., Gubler, D. A., & Borter, N. (2024) Transforming tertiary education: The role of learning analytics in improving students' success. In D. Ifenthaler & S. Muhittin (Eds.), Assessment Analytics in Education - Designs, Methods and Solutions (pp. 85-111). Springer. https://doi.org/10.1007/978-3-031-56365-2_5
