Process mining techniques for analysing patterns and strategies in students’ self-regulated learning

By Maria Bannert, Peter Reimann, Christoph Sonnenberg. Metacognition and Learning, 2013

321 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Communication, Management Information Systems

View Paper: https://www.semanticscholar.org/paper/c591ff41c44563f1d3402e9408c9d3fd1f6a2bb8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Sanna Järvelä
2. Adar Ben-Eliyahu
3. Márta Sobocinski
4. Paul A. Kirschner
5. Barry Bai
6. Jonna Malmberg
7. Matthew L. Bernacki
8. Inge Molenaar

In Communication

1. Jonna Malmberg
2. Sanna Järvelä
3. Matthew L. Bernacki
4. Adar Ben-Eliyahu
5. Paul A. Kirschner
6. Inge Molenaar
7. Márta Sobocinski
8. Barry Bai

In Management Information Systems

1. Sanna Järvelä
2. Inge Molenaar

Citations in the corpus

• Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “Aligned with previous research, the findings of this study suggested that the high achievers showed a clear advantage over their low achieving peers with regard to their levels of motivation and SRL strategy use (AbuHamour & Al-Hmouz, 2013; Bannert et al., 2014; DiFrancesca et al., 2016; Hong et al.”
• Learning analytics to unveil learning strategies in a flipped classroom (2017, unknown): “They found that self-regulated learning (SRL) was closely tied to a student’' efficacy beliefs and the intrinsic value they associated with the study tasks.”
• What multimodal data can tell us about the students’ regulation of their learning process? (2019, background): “As stated by Bannert, Reimann, and Sonnenberg (2014), subjective measures are inadequate for coherently and reliably capturing the complexity of these processes.”
• Sequential and temporal characteristics of self and socially regulated learning (2014, methodology): “, log file data (Malmberg et al. 2014; Kinnebrew et al. 2014), think aloud data (Bannert et al. 2014), discourse data (Molenaar and Chiu 2014), all contributors used online measurement of S-SRL and view the construct as a series an events.”
• Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “…and Corno 2005; Boekaerts and Cascallar 2006), Winne (2005, 2010, 2014; Winne and Baker 2013; Winne et al. 2011) and others (Azevedo et al. 2010; Bannert et al. 2013; Kinnebrew et al. 2013a, b; Wirth and Leutner 2008) have periodically assessed the degree to which refinements in theory have led…”