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.

摘要

到目前为止，已经研究了学习设计和学习分析之间的协同关系及其对学习者教育实践的影响。然而，很少有工作表明基于建构主义学习理论和学习分析的综合学习设计如何影响学习者的参与和自我调节。因此，本研究旨在调查建构主义学习设计和学习分析 (CLDLA) 模型对学习者参与度和自我调节的影响。在这项实验研究中，伊朗 Allameh Tabataba'i 大学的 50 名研究生被要求参加名为“教学技能”的 Moodle 课程，并分两步填写智能参与量表和自我调节问卷作为前测和后测。 - 测试测量。数据分析表明，CLDLA 模型对学习者的参与和自我调节有积极的影响。根据研究结果，提出了进一步研究和教育实践的建议。