=Paper=
{{Paper
|id=Vol-3383/FLAIEC22_paper_4976
|storemode=property
|title=Supporting pupils' reflection with learning analytics during phenomenon-based study module
|pdfUrl=https://ceur-ws.org/Vol-3383/FLAIEC22_paper_4976.pdf
|volume=Vol-3383
|authors=Teija Paavilainen,Sini Kontkanen,Sanna Väisänen,Laura Hirsto
|dblpUrl=https://dblp.org/rec/conf/flaiec/PaavilainenKVH22
}}
==Supporting pupils' reflection with learning analytics during phenomenon-based study module==
https://ceur-ws.org/Vol-3383/FLAIEC22_paper_4976.pdf
Supporting pupils’ reflection with learning analytics
during a phenomenon-based study module - Abstract
Teija Paavilainen 1, Sini Kontkanen 1, Sanna Väisänen 1 and Laura Hirsto 1
1 School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
Abstract
Self-regulated learning (SRL) [1] is a core skill in future learning and society. Pupils´
skills to regulate their own learning are becoming a more relevant learning object
already at elementary school. Understanding and evaluating pupils’ SRL actions is,
however, challenging [2]. When learning in a digital learning management system
(LMS), pupils leave traces of learning, such as visiting the LMS and returning the
assignment. These important traces describe their SRL features. Therefore, implementing
learning analytics (LA) in an LMS could help to understand and support SRL. A recurring
element of SRL is reflection. As in Zimmerman´s model of SRL [3] reflection is the phase
of learning when pupils evaluate their activities in relation to their objectives and
determine the objectives and strategies for future. In this study, to support SRL, we
embedded reflection in an LMS, as a part of the learning design. The context was a
phenomenon-based learning [4] study module wherein pupils, as active producers,
collaborated with others and created learning artefacts. This study module was realized
in blended circumstances, with digital learning environments strongly utilized. The
research aim was to explore how learning analytics could support elementary school
pupils´ reflection and SRL in collaborative phenomenon-based learning. This research
was conducted with 89 5th-6th grade pupils, aged 10-12, in a Finnish elementary school.
Data was gathered as a part of the learning process, through the LMS. Data consisted of
pupils´ reflections during the study module and learning analytics data from the LMS.
Qualitative data, from open-ended reflections, underwent content analysis, to form
groups of different levels of pupil reflection. A four-level scale of pupils´ reflections was
formed based on the reflection levels of Fleck and Fitzpatrick [5]. According to
preliminary results, pupils about the same age have very heterogenous skills in
reflection. A minority could perceive a change in their knowledge or skills during the
learning process, highlighting a higher level of reflection. Some recognized the influence
of surroundings (group, subject, mood) on their learning. Almost half were at the lower
levels of reflection, i.e., being able to describe what they had done and what they had
learned. According to preliminary results, the level of reflection was higher at the end of
the study module. In addition, the type of the assignment made a difference on reflection
level. The next phase is to compare pupils´ reflection levels to LMS log-data.
Keywords 1
Elementary school pupil, self-regulated learning, learning analytics, reflection
Proceedings of the Finnish Learning Analytics and Artificial Intelligence in Education Conference (FLAIEC22), Sep 29-30, 2022, Joensuu,
Finland
EMAIL: teija.paavilainen@uef.fi (A. 1); sini.kontkanen@uef.fi (A. 2); sanna.m.vaisanen@uef.fi (A. 3); laura.hirsto@uef.fi (A. 4)
ORCID: 0000-0001-8545-6485 (A. 1); 0000-0002-3026-4037 (A. 2); 0000-0002-2981-912X (A. 3); 0000-0002-8963-3036 (A. 4)
© 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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References
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2015.
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[4] V. Symeonidis, J.F. Schwarz, “Phenomenon-based teaching and learning through the pedagogical
lenses of phenom-enology: The recent curriculum reform in Finland,” Forum Oswiatowe, 28 (2),
31-47, 2016.
[5] R. Fleck, G. Fitzpatrick, Reflecting on reflection: framing a design landscape. ACM. doi:
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