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Insights on learning behaviors in unsupervised online quizzing: the role of instructors in interlinking analytics and pedagogy

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dc.contributor.authorHarindranathan, Priya, author
dc.contributor.authorFolkestad, James E., advisor
dc.contributor.authorCarlson, Laurie A., committee member
dc.contributor.authorGloeckner, Gene W., committee member
dc.contributor.authorSuchman, Erica L., committee member
dc.date.accessioned2021-01-11T11:20:57Z
dc.date.available2021-01-11T11:20:57Z
dc.date.issued2020
dc.description.abstractA major problem faced by instructors post-implementation of unsupervised online assessments is that they may lack real-time access to the students' actual learning behaviors. Limitations in student-feedback, limited know-how of accessing and analyzing log data, and large class sizes could restrict instructors' access to learners' behaviors. This study investigated how learning analytics (LA) can identify learners' actual behaviors within low-stake unsupervised online quizzing, the relationship between behaviors and performance in exams, and how the results can inform pedagogy. To achieve these goals, the present study used LA methods to analyze quiz-logs and qualitative interviews with instructors. Findings show that data-driven methods informed by learning theories can become a valuable tool in providing real-time insights into students' actual learning behaviors. Seven pedagogically meaningful variables related to learners' quiz-taking behaviors were designed and extracted from the quiz-logs. These variables provide evidence that if unsupervised, all students may not self-regulate their learning effectively to engage in productive learning behaviors and hence may need additional guidance from instructors. The instructors were actively involved in the study to interlink the implemented learning design and quiz-log analytics. We conclude that LA methods, when taken into account with instructors' input, may help plan timely pedagogic interventions such as providing the students meaningful and timely feedback, redesigning the existing quizzes, and educating students on the benefits of effective learning strategies.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierHarindranathan_colostate_0053A_16303.pdf
dc.identifier.urihttps://hdl.handle.net/10217/219599
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectlearning behaviors
dc.subjectquiz-logs
dc.subjectunsupervised online assessments
dc.subjectmeaningful and timely formative feedback
dc.subjectlearning analytics
dc.subjecttheory informed data-driven methods
dc.titleInsights on learning behaviors in unsupervised online quizzing: the role of instructors in interlinking analytics and pedagogy
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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