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Eva Ritz

Wissenschaftliche Mitarbeiterin
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+41 71 224 3800

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The recent COVID-19 pandemic has led to a rapid shift of learning-teaching scenarios from offline to online instruction. As a result, management educators struggle to provide individual support, while students need to handle the growing complexity of their learning experience and receive less feedback on their progress. To overcome these challenges, students require high self-regulated learning abilities. Thus, self-regulated learning theory has been stimulated and tested in times of COVID-19, which raises new questions about how to activate students’ development of self-regulated learning abilities. With our research, we investigate the effects of a learning intervention consisting of regular five-minute break for self-assessment and a computer-based assessment to trigger cognitive dissonance after each learning outcomes. We have developed and tested the intervention in a large-scale blended learning course for 200 students. Our results show a positive significant difference in self-assessments, learning outcome scores, and cognitive dissonance in the treatment group versus the control group. With our research we contribute to the self-regulated learning literature by providing descriptive knowledge on the effects of a five-minute learning intervention to trigger students’ self-regulated learning ability in online teaching. Furthermore, we provide practitioners with guidelines on how to use our intervention in their learning-teaching scenario.

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The ability of students to self-monitor their learning paths is in demand as never before due to the recent rise of online education formats, which entails less interaction with lecturers. Recent advantages in educational process mining (EPM) offer new opportunities to monitor students’ learning paths by processing log data captured by technology-mediated learning environments. However, current literature falls short on providing user-centered design principles for IT-tools which can monitor learning paths using EPM. Hence, in this paper, we examine how to design a self-monitoring tool that supports students to evaluate their learning paths. Based on theoretical insights of 66 papers and nine user interviews, we propose seven design principles for an IT-tool which facilitates self-monitoring for students based on EPM. Further, we evaluate the design principles with seven potential users. Our results demonstrate a promising approach to help students improve their self-efficacy in their individual learning process using EPM.

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