Zobrazeno 1 - 10
of 140
pro vyhledávání: '"Dirk Tempelaar"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
In the ongoing discussion about how learning analytics can effectively support self-regulated student learning and which types of data are most suitable for this purpose, this empirical study aligns with the framework who advocated the inclusion of b
Externí odkaz:
https://doaj.org/article/ddb28ffb4bfa49f3a54e5e544dbf276d
Autor:
Dirk Tempelaar, Alexandra Niculescu
Publikováno v:
Frontiers in Sociology, Vol 8 (2023)
Should we refer to boredom or boredoms? Research on the emotion of boredom sets itself apart from studies on other emotions by posing the question: is boredom a singular concept or does it have multiple facets? In this manuscript presenting empirical
Externí odkaz:
https://doaj.org/article/4fa1036172f1460b828747b8ae5ea779
Publikováno v:
Educational Technology & Society, Vol 24, Iss 1, Pp 109-122 (2021)
Precision education requires two equally important conditions: accurate predictions of academic performance based on early observations of the learning process and the availability of relevant educational intervention options. The field of learning a
Externí odkaz:
https://doaj.org/article/da2b182369454d54950ae725ec605873
Publikováno v:
Frontiers in Education, Vol 6 (2021)
An important goal of learning analytics (LA) is to improve learning by providing students with meaningful feedback. Feedback is often generated by prediction models of student success using data about students and their learning processes based on di
Externí odkaz:
https://doaj.org/article/705a2b3c1b9c4a368b673b280b76701f
Publikováno v:
PLoS ONE, Vol 16, Iss 3, p e0248629 (2021)
In this study, we investigate whether Conscientiousness, Emotional Stability and Risk Preference relate to student performance in higher education. We employ anchoring vignettes to correct for heterogeneous scale use in these non-cognitive skills. Ou
Externí odkaz:
https://doaj.org/article/450e57624d6c44a0b1fffc3a762313ad
Publikováno v:
PLoS ONE, Vol 15, Iss 6, p e0233977 (2020)
For decades, self-report measures based on questionnaires have been widely used in educational research to study implicit and complex constructs such as motivation, emotion, cognitive and metacognitive learning strategies. However, the existence of p
Externí odkaz:
https://doaj.org/article/996171731d734b469ecc2ee74ca61547
Publikováno v:
Zeitschrift für Hochschulentwicklung (2017)
This empirical study aims to demonstrate how Dispositional Learning Analytics (DLA) can provide a strong connection between Learning Analytics (LA) and pedagogy. Where LA based models typically do well in predicting course performance or student drop
Externí odkaz:
https://doaj.org/article/c824569d876241e983e861d3fbb1fbb9
Publikováno v:
Open World Learning ISBN: 9781003177098
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3fc183281158558113c1605da161c879
https://doi.org/10.4324/9781003177098-15
https://doi.org/10.4324/9781003177098-15
Exploring the antecedents of learning-related emotions and their relations with achievement outcomes
Publikováno v:
Frontline Learning Research, Vol 3, Iss 1 (2015)
Recent work suggests that learning-related emotions (LREs) play a crucial role in performance especially in the first year of university, a period of transition for most students; however, additional research is needed to show how these emotions emer
Externí odkaz:
https://doaj.org/article/2f99f809c3c8404e9c3f845a37916ffe