Users' Needs Report on Play for Children with Disabilities

Evaluation of childrens' play

Guidelines for supporting children with disabilities' play

The Vietnamese Social Sciences at a Fork in the Road

CORONALOGY: Multidisciplinary Academic Analysis in Perspective of Covid-19

The 4th ICSSED, International Conference of Social Science and Education

”30 Years of Inspiring Academic Economic Research – From the Transition to Market Economy to the Interlinked Crises of 21st Century”

CONSUMER

The 1st Virtual Conference on Social Science in Law, Political Issue and Economic Development

International Conference on Multidisciplinary Research 2021

From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens

Learning Analytics: a Metacognitive Tool to Engage Students

Hasanuddin Conference on Social and Political Sciences (HICOSPOS) 2021

Business, Economic and Sustainability Science (BESS)

Thirty years of retail transformation in V4 countries

The mindsponge and BMF analytics for innovative thinking in social sciences and humanities

The 18th Romanian Textiles and Leather Conference

Mindsponge Theory

THE XXVII-th INTERNATIONAL CONFERENCE of INVENTICS "INVENTICA 2023. "

THE 4TH EDITION OF INTERNATIONAL ON QUANTITATIVE AND QUALITATIVE METHODS FOR ECONOMICS, MANAGEMENT AND SOCIAL SCIENCES

The research described in this book searches for the answers on how learners learn in todays open and networked learning environments and how learners, educators, institutions, and researchers can best support this process. There is sufficient data available on virtual learning environments, provided by learning analytics, on student and teacher behaviour and performance, but there is no common practice among teachers in higher education for using this data to improve the learning and teaching process. Learning analytics and data may inform and improve open and online learning from the point of view of teacher and learner awareness about their behaviour and their learning and teaching methods. The idea of describing learning analytics as a metacognitive tool, suggesting a development of metacognitive decision-making skills in teacher education, and focusing on learning design in higher education by using data from learning analytics served as the main focus of this research. The aim of the research was to create the model of application of learning analytics method as a metacognitive tool to enhance student success. The aim of the research was reached through theoretical and empirical objectives, namely: describing the learning analytics method as a metacognitive tool; revealing teacher metacognitive practices in application of learning analytics in teaching and learning, as well as learning design; and creating the model of application of learning analytics as a metacognitive tool to enhance student success. This research study is the result of the research project “Open Online Learning for Digital and Networked Society (3.3-LMT-K-712-01-0189)”. The project is funded by the European Social Fund according to the activity “Improvement of researchers’ qualification by implementing world-class R&D projects” of Measure No. 09.3.3-LMT-K-712.

Research study

5. Synthesis and the Model of Application of Learning Analytics as a Metacognitive Tool to Enhance Student Academic Success

5. Synthesis and the Model of Application of Learning Analytics as a Metacognitive Tool to Enhance Student Academic Success

Frontmatter

{"title":{"xml:lang":"en","content":"Frontmatter"}}

Contents

{"title":{"xml:lang":"en","content":"Contents"}}

Preface and Acknowledgements

{"title":{"xml:lang":"en","content":"Preface and Acknowledgements"}}

1. Learning Analytics as a Metacognitive Tool

1. Learning Analytics as a Metacognitive Tool

{"title":{"xml:lang":"en","content":"1. Learning Analytics as a Metacognitive Tool"}}

2. Teacher Metacognitive Strategies with Learning Analytics

2. Teacher Metacognitive Strategies with Learning Analytics

{"title":{"xml:lang":"en","content":"2. Teacher Metacognitive Strategies with Learning Analytics"}}

3. Teacher Practices of Application of Learning Analytics as a Metacognitive Tool. Case Study Research

3. Teacher Practices of Application of Learning Analytics as a Metacognitive Tool. Case Study Research

4. Data Analysis of Case Study Examples

{"title":{"xml:lang":"en","content":"4. Data Analysis of Case Study Examples"}}

References

{"title":{"xml:lang":"en","content":"References"}}

<DIV align=justify>Airina Volungevičienė, Margarita Teresevičienė, Elena Trepulė, Vytautas Magnus University, Lithuania</DIV>

 The research described in this book searches for the answers on how learners learn in todays open and networked learning environments and how learners, educators, institutions, and researchers can best support this process. There is sufficient data available on virtual learning environments, provided by learning analytics, on student and teacher behaviour and performance, but there is no common practice among teachers in higher education for using this data to improve the learning and teaching process.

 The research described in this book searches for the answers on how learners learn in todays open and networked learning environments and how learners,...

5. Synthesis and the Model of Application of Learning...

5. Synthesis and the Model of Application of Learning Analytics as a Metacognitive Tool to Enhance Student Academic Success

La gente también lee