University of Twente Student Theses


Online support system of personalized learning strategies : an application to promote self-regulated learning

Drion, W.R.B. (2018) Online support system of personalized learning strategies : an application to promote self-regulated learning.

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Abstract:Becoming self-regulated is one of the key aspects of maturity, which is also the case in the educational fields as students have to become self-regulated. To do so, one must possess several self-regulated learning (SRL) skills. These SRL skills can be taught through formal education, such as education as offered by (research) universities. This is also endorsed by the University of Twente (UT), as SRL is included as one of the core pillars of their education policy called the Twents Education Model (TOM). It was found that a quality stroke was possible to be made to facilitate SRL in the Creative Technology (CreaTe) bachelor curriculum at the UT, aiming to improve the study results of the users. The main research question was formulated as; how can the principles of SRL be used in an online study support system to improve study efficiency among CreaTe bachelor students? Through a literature research and a human-centered design (HCD) process, a final prototype was designed, realized and eventually evaluated. The prototype consists of two subsystems, both using the user interface of Google Sheets. Through Google App Script, a JavaScript integrated script-editor, the system was realized and automated. Subsystem I aims to strategically support the users to approach a learning process in a more systematic way. This was done by developing a time-tracking system, enabling the users to compare their scheduled time-investment to a norm, such as the mean expected timeinvestment norm as set by the European Credit and Accumulation System (ECTS). Furthermore, a self-reflection functionality was added to enable students to reflect on their own planning. Subsystem II aims to support students in a subject-matter way by providing study tips on courses that were considered as difficult and by facilitating a task-analyser that enables the user to walk through a learning task before it is actually performed. The system was eventually tested on 5 users, with an overall user-satisfaction of M = 3.4 on subsystem I and M = 3.5 on subsystem II, both based on a 1-5 Likert scale (1 = strongly unsatisfied, 5 = strongly satisfied). A qualitative research was conducted as well on 2 educational experts and 3 students. From this qualitative and quantitative data, it was concluded that the system is an added value in the sense of supporting first-year CreaTe students with their planning behaviour, mathematics and programming courses, and studying in general. This implicated that usage of the system will contribute to an improvement of meeting the SRL core pillar of TOM within the curriculum and that the system will improve study efficiency among CreaTe students.
Item Type:Essay (Bachelor)
Faculty:EEMCS: Electrical Engineering, Mathematics and Computer Science
Subject:50 technical science in general, 81 education, teaching
Programme:Creative Technology BSc (50447)
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