Learning analytics and flipped learning in online teaching for supporting preservice teachers’ learning of quantitative research methods

Seminar.net

Erkko Sointu¹  Jenni Kankaanpää¹  Sanna Väisänen¹  Lasse Heikkinen¹  Mohammed Saqr¹  Susanne Hallberg¹  Teemu Valtonen¹  Laura Hirsto¹  Ville Tuominen² 

[1] University of Eastern Finland;Valamis Group. University of Eastern Finland;

关键词: Research methods;    Quantitative methods;    Preservice teacher;    Learning analytics;    Flipped Learning;    Online teaching;   

DOI  :  10.7577/seminar.4686

来源: DOAJ

【 摘 要 】

Research methods, including those of a quantitative nature, are an important part of preservice teacher training in Finland. However, quantitative research methods are considered challenging, often feared, and even hated among preservice teachers. This may be due to previous negative experiences and emotions associated with their use, which also influence other aspects of learning such as self-regulation, self-efficacy, and orientations. Given such circumstances, new ways to teach and support the learning of quantitative methods are needed. Here, we investigate the self-regulation, self-efficacy, orientations, and emotions of preservice teachers (N = 38) enrolled in a quantitative methods online course incorporating learning analytics and a flipped learning approach. Dispositional learning analytics data from five measurement points were used, and data were analyzed via descriptive statistics, internal consistency (Cronbach alpha), bootstrapped paired sample t-test (between first and final measurement point), and profiles based on mean. The results demonstrate that in this teaching context, preservice teachers’ time management skills can be improved, and task avoidance, anxiety, and boredom towards quantitative methods decreased. The meaning of these results from the teaching context perspective are also examined, as are the limitations and implications of this study.

【 授权许可】

Unknown