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(Schlagwörter: "Exploration")

An exploratory latent class analysis of student expectations towards learning analytics services Whitelock-Wainwright, Alexander; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Gašević, Dragan Journal Article | In: The Internet and Higher Education | 2021 41381 Endnote: Author(s): Whitelock-Wainwright, Alexander; Tsai, Yi-Shan; Drachsler, Hendrik; Scheffel, Maren; Gašević, Dragan
Title: An exploratory latent class analysis of student expectations towards learning analytics services
In: The Internet and Higher Education, 51 (2021) , S. 100818
DOI: 10.1016/j.iheduc.2021.100818
URL: https://www.sciencedirect.com/science/article/pii/S1096751621000270?via%3Dihub
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Learning Analytics; Hochschulbildung; Student; Studentin; Erwartung; Service; Individueller Unterschied; Exploration; Befragung; Fragebogen; Latent-Class-Analyse; Niederlande
Abstract: For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class analysis to understand whether student expectations of learning analytics services can clearly be segmented, using self-report data obtained from a sample of students at an Open University in the Netherlands. The findings show that student expectations regarding ethical and privacy elements of a learning analytics service are consistent across all groups; however, those expectations of service features are quite variable. These results are discussed in relation to previous work on student stakeholder perspectives, policy development, and the European General Data Protection Regulation (GDPR). (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Using process data to explain group differences in complex problem solving Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes Journal Article | In: Journal of Educational Psychology | 2020 39868 Endnote: Author(s): Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes
Title: Using process data to explain group differences in complex problem solving
In: Journal of Educational Psychology, 112 (2020) 8, S. 1546-1562
DOI: 10.1037/edu0000446
URN: urn:nbn:de:0111-pedocs-232721
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232721
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: PISA <Programme for International Student Assessment>; Problemlösen; Schülerleistung; Leistungsmessung; Geschlechtsspezifischer Unterschied; Migrationshintergrund; Computerunterstütztes Verfahren; Logdatei; Interaktion; Exploration; Verhalten; Vorwissen; Wirkung; Indikator; Leistung; Unterschied; Messverfahren; OECD-Länder
Abstract: In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Exploring behavioural patterns during complex problem‐solving Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank Journal Article | In: Journal of Computer Assisted Learning | 2020 40129 Endnote: Author(s): Eichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank
Title: Exploring behavioural patterns during complex problem‐solving
In: Journal of Computer Assisted Learning, 36 (2020) 6, S. 933-956
DOI: 10.1111/jcal.12451
URN: urn:nbn:de:0111-pedocs-232225
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232225
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Problemlösen; Exploration; Datenanalyse; PISA <Programme for International Student Assessment>; Verhaltensmuster; Sequenz; Analyse
Abstract: In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, or resetting the task. We then split the data according to task successes and failures. We used full‐path sequence analysis to identify groups of students with similar behavioural patterns in the respective tasks. Double‐checking and minimalistic behaviour was associated with success in CPS, while guessing and exploring task‐irrelevant content was associated with failure. Our findings held for both tasks investigated, from two different CPS measurement frameworks. We thus gained detailed insight into the behavioural processes that are related to success and failure in CPS. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Multivariate Verfahren Huth, Radoslaw Book Chapter | Aus: Horn, Klaus-Peter; Kemnitz, Heidemarie; Marotzki, Winfried; Sandfuchs, Uwe (Hrsg.): Klinkhardt Lexikon Erziehungswissenschaft | Bad Heilbrunn: Klinkhardt | 2012 32234 Endnote: Author(s): Huth, Radoslaw
Title: Multivariate Verfahren
In: Horn, Klaus-Peter; Kemnitz, Heidemarie; Marotzki, Winfried; Sandfuchs, Uwe (Hrsg.): Klinkhardt Lexikon Erziehungswissenschaft, Bad Heilbrunn: Klinkhardt, 2012 , S. 417
Publication Type: 4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Language: Deutsch
Keywords: Exploration; Hypothese; Multivariate Verfahren; Regressionsanalyse; Statistische Methode
DIPF-Departments: Struktur und Steuerung des Bildungswesens