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The aim of this study was to predict university students' learning performance using different sources of performance and multimodal data from an Intelligent Tutoring System. We collected and preprocessed data from 40 students from different multimodal sources: learning strategies from system logs, emotions from videos of facial expressions, allocation and fixations of attention from eye tracking, and performance on posttests of domain knowledge. Our objective was to test whether the prediction could be improved by using attribute selection and classification ensembles. We carried out three experiments by applying six classification algorithms to numerical and discretized preprocessed multimodal data. The results show that the best predictions were produced using ensembles and selecting the best attributes approach with numerical data.

Content assessment has broadly improved in e-learning scenarios in recent decades. However, the e-Learning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an e-Learning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called "Inductive Miner" over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21,629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The "Inductive Miner" algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group.

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.

The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students' expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed ad hoc was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally. [ABSTRACT FROM AUTHOR]

The use of Learning Management Systems has grown exponentially in the last several years and has come to have a strong effect on the teaching-learning process, particularly in higher education. The present study intends to examine students' asynchronous learning processes via an Educational Data Mining approach using data extracted from the Moodle logs of students who were grouped according to similar behaviors regarding effort, time spent working, and procrastination. The behaviors were then matched with different levels of achievement. First, the different patterns of students' involvement in the learning process in a Learning Management System were clustered. Second, the different variables selected from the Moodle records were studied to see if they were equally suitable for the configuration of student clusters. Third, the relationships between those patterns to students' final marks were examined. After analyzing the log data gathered from a Moodle 2.0 course in which 140 undergraduate students were enrolled, four different patterns of learning with different final marks were found. Additional results showed that there are variables more related to achievement and more suitable to group the students on the basis of which the different groups were characterized, namely, two Task Oriented Groups (socially or individually focused) and two Non Task Oriented Groups (procrastinators or non-procrastinators). These results have implications in the design of interventions for improving students' learning processes and achievement in LMSs. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, some of most relevant programs of self-regulation of academic learning in the sphere of higher education were reviewed. Although there are quite a few of them, we reviewed only the interventions whose contents had been implemented in e- learning modalities or had been supported by the new information and communication technologies. For this task, we arranged the programs along a continuum that ranged from those that deal with the development of self-regulatory competences by indirect training of such competences to the programs whose impact on such competences is much more direct. Lastly, we provide information about a program that our research team is developing and implementing as a pilot study, and whose preliminary results seem highly satisfactory. [ABSTRACT FROM AUTHOR]