Assessment of the usability of a Learning Analytics resource dedicated to promoting Self-Regulated Learning in Flipped Classroom
DOI:
https://doi.org/10.17398/1695-288X.17.2.9Keywords:
Education, Educational Technology, Feedback, Learning Strategies, Learner AutonomyAbstract
The adoption of the Flipped Classroom methodology is a new trend in the field of education, with a growing number of publications showing significant impacts on student behavior and performance. This methodology encourages the student to study the curricular content before attending the classroom, whereas the classroom becomes a place for active learning that focuses on discussions, questions and practical activities. In the Flipped Classroom, the student's performance is dependent, mainly, on activities outside the classroom conducted at a distance. These activities require a more active posture of the student in the management of their studies and, because of this requirement, research on Flipped Classroom points to the need to develop approaches that promote Self-Regulated Learning. In this sense, this study aimed to evaluate the usability of a Learning Analytics resource dedicated to Self-Regulation Learning in Flipped Classroom. The adopted method contemplated the convergence of multiple sources of evidence, with the triangulation of data collected through the SUS questionnaire and observation. According to the opinion of thirty-nine users who collaborated with the research, even with some suggestions for improvement, the usability of the evaluated resource is satisfactory and, in addition, the artifact stimulates the reflection of the student, offering information that favors the self-regulating processes in the Flipped Classroom.
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