| Title: |
The Impact of a Learning Analytics Based Feedback System on Students' Academic Achievement and Self-Regulated Learning in a Flipped Classroom |
| Language: |
English |
| Authors: |
Emine Cabi; Hacer Türkoglu |
| Source: |
International Review of Research in Open and Distributed Learning. 2025 26(1):175-196. |
| Availability: |
Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Learning Analytics; Feedback (Response); Academic Achievement; Independent Study; Flipped Classroom; Self Evaluation (Individuals); Learning Processes; Metacognition; Achievement Tests |
| ISSN: |
1492-3831 |
| Abstract: |
Recent advancements in educational technology have enabled teachers to use learning analytics (LA) and flipped classrooms. The present study investigated the impact of a LA-based feedback system on students' academic achievement and self-regulated learning (SRL) in a flipped learning (FL) environment. The study used a pretest-posttest control group quasi-experimental design with 71 preservice teachers in the experimental group and 56 pre-service teachers in the control group, both enrolled in an information technology course. The experimental group received LA-based feedback during a 4-week training program in the FL classroom, while the control group did not receive this feedback. Data were collected using an achievement test, an online SRL questionnaire, and a student opinion form. The study found that the students' SRL and academic achievement were not significantly affected by the LA-based feedback system in FL classrooms. In contrast, according to the qualitative research findings, students claimed the LA-based feedback helped them learn because it allowed them to monitor their learning processes. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1463811 |
| Database: |
ERIC |