Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I

James E. Folkestad *
*Center for the Analytics of Learning and Teaching, Colorado State University, USA.
Periodicity:July - September'2019

Abstract

Many factors play a role in the students’ learning experience, but students’ course interaction behaviors are particularly important in fostering success. Instructors are building learning tools (e.g., videos, online quizzes, etc.) that provide students with the opportunity to extend learning outside the classroom.These tools require students to self-regulate their learning behaviors, taking initative to incorporate them into their study routine. However, measuring how students actually use these tools is a challenge. In this paper, online tools were designed around Precalculus content and tested in the first two weeks of a introductory calculus course. Our intent was to identify students who may or may not be engaged in behaviors associated with self-regulation by collecting data on student interactions with online tools. If at-risk students can be identified early in a semester, then it might be possible to intervene to change engagement and behaviors. Data was partitioned into behavior-based clusters and interpreted based on course outcomes. We discuss the cluster-based findings in relation to student performance measures and student self-assessments of self-efficacy for learning and performance in the course. We conclude the paper with a discussion of how findings may inform pedagogical choices and future study.

Keywords

Calculus, Study Behaviors, Self-regulated learning, learning analytics

How to Cite this Article?

Folkestad, J. E. (2019). Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I. i-manager’s Journal of Educational Technology, 16(2), 26-38.

References

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