Öğrenme Analitiği Gösterge Paneli Müdahalesinin Öğrencilerin Ters-Yüz Öğrenme Ortamındaki Ders Öncesi Hazırlıklarına Etkisinin İncelenmesi

Abstract

In the flipped learning model, where in-class activities are done as homework and homework is done as in-class activities, the preparation the student will do before the lesson is of great importance for effective learning. Although there are many studies on this model, there are limited studies testing interventions aimed at increasing students' pre-lesson preparation and achievement levels. The aim of this study is to examine the effect of the learning analytics dashboard intervention on students' pre-lesson preparation. In addition, the effect of this preparation on general academic achievement was also investigated. In the study conducted with a single-group weak experimental design, 43 students experienced the out-of-class activities in the Physical Programming course within the framework of the flipped learning model with the Moodle Learning Management System (LMS), and the in-class activities with face-to-face participation. The students' interactions with the videos they were asked to watch for pre-lesson preparation were recorded with a specially developed video player and presented to the students through the learning analytics dashboard. In addition, pre-lesson preparation levels were measured with mini-exams every week, and general academic achievement was evaluated with midterm and final exams. The 6 weeks when the dashboard was used were compared with the 6 weeks when it was not used. The results showed that students with high pre-class preparation had significantly higher overall academic achievement than those with low pre-class preparation. However, the learning analytics dashboard intervention was found to not significantly increase the number of pre-class video interactions and quiz scores.