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Gender Differences in Engagement and Self-regulation in an Online Constructivist Learning Design and Learning Analytics Environment
Proceedings of International Conference on Studies in Education and Social Sciences -2021
Seyyed Kazem Banihashem, Omid Noroozi, Marzieh Parvaneh Akhteh Khaneh
Dr. Stephen Jackowicz, Dr. Omer Tayfur Ozturk
978-1-952092-25-1
171-176
There is a growing body of research on using learning analytics in an online constructivist learning environment to improve students’ engagement and self-regulation. However, little is known to what extent female and male students differ in their engagement and self-regulation in an online Constructivist Learning Design and Learning Analytics (CLDLA) environment. This study was conducted to explore gender differences in engagement and self-regulation in a constructivist learning design and learning analytics environment. To do this, 50 female and male graduate students from Allameh Tabataba’i University participated in a Moodle course called “Teaching skills” and they were asked to fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two phases as pre-test and post-test. The findings showed that female students received a higher score for engagement and self-regulation scale compared to male students from pre-test to post-test. These findings suggest that female students found the online CLDLA environment more engaging and self-regulative than male students. Based on the results, recommendations for future research and educational practice are presented.
Banihashem, S. K., Noroozi, O., & Khaneh, M. P. A. (2021). Gender Differences in Engagement and Self-regulation in an Online Constructivist Learning Design and Learning Analytics Environment. In S. Jackowicz & O. T. Ozturk (Eds.), Proceedings of ICSES 2021-- International Conference on Studies in Education and Social Sciences (pp. 171-176), Antalya, TURKEY. ISTES Organization.
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