Gender differences in engagement and self-regulation in an online constructivist learning design and learning analytics environment
There is a growing body of research on using learning analytics in an online constructivist learningenvironment to improve students’ engagement and self-regulation. However, little is known to what extentfemale and male students differ in their engagement and self-regulation in an online Constructivist LearningDesign and Learning Analytics (CLDLA) environment. This study was conducted to explore gender differencesin engagement and self-regulation in a constructivist learning design and learning analytics environment. To dothis, 50 female and male graduate students from Allameh Tabataba’i University participated in a Moodle coursecalled “Teaching skills” and they were asked to fill out Agentic Engagement Scale and Self-RegulationQuestionnaires in two phases as pre-test and post-test. The findings showed that female students received ahigher 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 educationalpractice are presented.
| Main Authors: | , , |
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| Format: | Article in monograph or in proceedings biblioteca |
| Language: | English |
| Subjects: | Life Science, |
| Online Access: | https://research.wur.nl/en/publications/gender-differences-in-engagement-and-self-regulation-in-an-online |
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| Summary: | There is a growing body of research on using learning analytics in an online constructivist learningenvironment to improve students’ engagement and self-regulation. However, little is known to what extentfemale and male students differ in their engagement and self-regulation in an online Constructivist LearningDesign and Learning Analytics (CLDLA) environment. This study was conducted to explore gender differencesin engagement and self-regulation in a constructivist learning design and learning analytics environment. To dothis, 50 female and male graduate students from Allameh Tabataba’i University participated in a Moodle coursecalled “Teaching skills” and they were asked to fill out Agentic Engagement Scale and Self-RegulationQuestionnaires in two phases as pre-test and post-test. The findings showed that female students received ahigher 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 educationalpractice are presented. |
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