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Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. / Davis, Dan; Chen, Guanliang; Jivet, Ioana; Hauff, Claudia; Houben, Geert-Jan.

LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. ed. / Susan Bull; Blandine M. Ginon; Judy Kay; Michael D. Kickmeier-Rust; Matthew D. Johnson. CEUR, 2016. p. 17-22 (CEUR Workshop Proceedings; Vol. 1596).

Research output: Chapter in Book/Conference proceedings/Edited volumeConference contributionScientificpeer-review

Harvard

Davis, D, Chen, G, Jivet, I, Hauff, C & Houben, G-J 2016, Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. in S Bull, BM Ginon, J Kay, MD Kickmeier-Rust & MD Johnson (eds), LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. CEUR Workshop Proceedings, vol. 1596, CEUR, pp. 17-22.

APA

Davis, D., Chen, G., Jivet, I., Hauff, C., & Houben, G-J. (2016). Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. In S. Bull, B. M. Ginon, J. Kay, M. D. Kickmeier-Rust, & M. D. Johnson (Eds.), LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners (pp. 17-22). (CEUR Workshop Proceedings; Vol. 1596). CEUR.

Vancouver

Davis D, Chen G, Jivet I, Hauff C, Houben G-J. Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. In Bull S, Ginon BM, Kay J, Kickmeier-Rust MD, Johnson MD, editors, LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. CEUR. 2016. p. 17-22. (CEUR Workshop Proceedings).

Author

Davis, Dan ; Chen, Guanliang ; Jivet, Ioana ; Hauff, Claudia ; Houben, Geert-Jan. / Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback. LAL 2016 - Learning Analytics for Learners: Proceedings of the LAK 2016 Workshop on Learning Analytics for Learners. editor / Susan Bull ; Blandine M. Ginon ; Judy Kay ; Michael D. Kickmeier-Rust ; Matthew D. Johnson. CEUR, 2016. pp. 17-22 (CEUR Workshop Proceedings).

BibTeX

@inproceedings{786f999b0c8545f988ab4bdae7ed2b97,
title = "Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback",
abstract = "Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain morefrom a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.",
keywords = "Learner Feedback, Learning Analytics, Self-Regulated Learning, Study Planning",
author = "Dan Davis and Guanliang Chen and Ioana Jivet and Claudia Hauff and Geert-Jan Houben",
year = "2016",
month = "4",
day = "1",
language = "English",
series = "CEUR Workshop Proceedings",
publisher = "CEUR",
pages = "17--22",
editor = "Susan Bull and Ginon, {Blandine M.} and Judy Kay and Kickmeier-Rust, {Michael D.} and Johnson, {Matthew D.}",
booktitle = "LAL 2016 - Learning Analytics for Learners",

}

RIS

TY - GEN

T1 - Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback

AU - Davis, Dan

AU - Chen, Guanliang

AU - Jivet, Ioana

AU - Hauff, Claudia

AU - Houben, Geert-Jan

PY - 2016/4/1

Y1 - 2016/4/1

N2 - Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain morefrom a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.

AB - Learning analytics for learners has the ability to greatly improve learners' self-regulation. Current learner dashboards are mostly providing learners with an isolated view of their learning behavior, while we believe learners will gain morefrom a comparison of their own behavior with that of successful peer learners. In this work-in-progress demonstration we describe our design of a Learning Tracker widget that provides MOOC learners with timely and goal-oriented (i.e. towards passing the course) feedback in a manner that encourages reflection and self-regulation. We also present some preliminary ndings which show how exposure to feedback can signicantly increase student success and engagement.

KW - Learner Feedback

KW - Learning Analytics

KW - Self-Regulated Learning

KW - Study Planning

M3 - Conference contribution

T3 - CEUR Workshop Proceedings

SP - 17

EP - 22

BT - LAL 2016 - Learning Analytics for Learners

A2 - Bull, Susan

A2 - Ginon, Blandine M.

A2 - Kay, Judy

A2 - Kickmeier-Rust, Michael D.

A2 - Johnson, Matthew D.

PB - CEUR

ER -

ID: 11402188