Measuring Learners’ Self-regulated Learning Skills from Their Digital Traces and Learning Pathways

Abstract

Flipping the classroom requires from students some self-regulated learning skills, as they must have engaged in learning activities prior to attending classes. The study we describe in this paper was done in the context of a 15-week flipped course delivered online to a large class of undergraduate students. We collected various time-stamped digital traces generated by the students’ engagement in the required weekly learning activities (H5P interactive videos, quizzes and worksheets). The collected data allowed the generation of visual learning pathways, from which several types of learning profiles emerged. A distance measure between the students’ learning pathways and the instructor’s recommended pathway was found to be negatively correlated with exam performance. The results from a survey collecting students’ perceptions of their engagement with the learning activities are also presented.