Curricular Concept Maps as Structured Learning Diaries: Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications

Main Article Content

Ville Kivimäki
Joonas Pesonen
Jani Romanoff
Heikki Remes
Petri Ihantola

Abstract

The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.

Article Details

How to Cite
Kivimäki, V., Pesonen, J., Romanoff, J., Remes, H., & Ihantola, P. (2019). Curricular Concept Maps as Structured Learning Diaries: Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications. Journal of Learning Analytics, 6(3), 106–121. https://doi.org/10.18608/jla.2019.63.13
Section
Data and Tool Reports

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