Does a student learn better if they know what sections of the text are important, and which can be omitted? Does it help students learn if they know the textbook end of chapter questions they should master? Are there pathways through a subject's learning resources that lead to better learning outcomes than others? Questions like this will get the audience to think about how their students actually use the resources they provide in their Interact2 subject site. Learning analytics now available in Interact2 can allow instructors to measure which students have accessed learning resources for a subject, when they accessed those resources and how often. This can shed light on the ability of students to self-regulate their learning, and also explore how resources can contribute to students' self-regulated learning (Colthorpe, Zimbardi, Ainscough, & Anderson, 2015). Such information can be examined with assignment and exam performance to get some measure of the value of learning resources to student success in a class (Hecking, Ziebarth, Hoppe, 2014). Results from first year chemistry classes in 201530 will be presented, and used to reflect on how the learning resources and modules provided help student learning.
|Number of pages||1|
|Publication status||Published - 2015|
|Event||CSU Ed 2015 - Charles Sturt University, Wagga Wagga, Australia|
Duration: 19 Nov 2015 → 20 Nov 2015
|Conference||CSU Ed 2015|
|Abbreviated title||Exploring the Borders: Learning and Teaching at CSU|
|Period||19/11/15 → 20/11/15|