Anımsatma İstemlerinin Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışlarına Etkisinin Öğrenme Analitikleri İle İncelenmesi
Özet
The effective use of self regulation strategies has been considered very important in
online learning environments and it is known that learners need to be supported in this
context. Academic Help Seeking (AHS), as one of the major self regulated learning
strategies, is associated with academic success and prompts are considered as effective
tools in supporting AHS strategies. However, researches based on learning analytics in
this context seem to be limited. The purpose of this research is to investigate the effect of
prompts on learners' online help seeking behaviours utilising the learning analytics. This
research has been carried out in experimental research design. Thirty-nine graduate
students were randomly assigned to the experimental and control groups. Certain tasks
for the experimental group were differentiated by adding prompts within the scope of the
research. Online AHS behaviours of participants were considered as the dependent
variable, and the prompts used to encourage these behaviours were considered as the
independent variable. The collected data consist of the self report data in addition to the
digital traces which are accepted as proxy indicators of AHS behaviours of participants in
the online environment. The findings support that prompts which are inviting students to
seek help and providing the help seekers with faster and easier access to help, are
effective tools in completing the task successfully. They encourage the effort to complete
the task and the use of online help resources. The findings have been discussed on the
basis of the literature, suggestions for practice and for further research have also been
provided.
