Use findings on strategy–time-management links to develop early warning systems and interventions promoting effective time management and strategy use in flipped classrooms¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors propose that their findings on how learning strategies and timing of enactment jointly relate to exam performance can inform the design of learning analytics supports for flipped classrooms. As they state, "These findings may inform future development of early warning systems and instructional interventions to promote effective time management and strategy use, toward more productive SRL and improved course performance in flipped classrooms." The strategy targets students' preparatory study behaviour, which the article identifies as critical for success in flipped courses.

Design Implications¶

Context¶

Requirements¶

• Trace data capture of students' online preparatory activity to detect strategy and time management patterns

Constraints¶

• The article presents this as a future direction informed by the findings, not as an intervention it tested

Target Learners¶

• undergraduate students in flipped classroom courses, particularly those with limited SRL skills

Target Learning Goals¶

• effective time management and learning strategy use during online preparatory activities

Affordances¶

• Ena Strategies Time Topics Network Model

Related Strategies¶

• Build early-warning indicators and leverage online-learning-system process data to support students before gaps widen in Grade 3
• Use an early warning system based on linked school and human services data to target resources and lessen risks before they become more serious
• Use Early Warning Indicator (EWI) and Multi-Tiered Systems of Support (MTSS) for continuous improvement

Examples¶

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Key Sources¶

• Raković, M., Ahmad Uzir, N., Matcha, W., Eagan, B., Jovanović, J., Shaffer, D. W., Pardo, A., & Gašević, D. (2023). Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom. Journal of Learning Analytics, 10(3), 64–86. https://doi.org/10.18608/jla.2023.7843