Part of the
4TU.
Centre for
Engineering Education
TU DelftTU EindhovenUniversity of TwenteWageningen University
4TU.
Centre for
Engineering Education
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4TU.Federation

+31(0)6 48 27 55 61

projectleider@4tu.nl

Website: 4TU.nl

Project introduction and background information

In its Strategy 2030 document (Executive Board TU/e, 2018), Eindhoven University of Technology (TU/e) has announced to fundamentally extend personalized learning within the next few years. Blended learning, and its online components, need to play a crucial role for this objective to be reached. The consequences of the Covid-19 transition only underline the vital role of online learning and blended learning will remain more prominent in the post-Covid period.

Unfortunately, online learning suffers from several barriers that make life for students more difficult. First, many motivating elements of traditional courses are missing. Students need to develop and maintain a regular schedule, motivate themselves, and persist in their learning activities. Therefore, studentsā€™ self-regulation of their learning is much more relevant in online learning (Cho & Shen, 2013). Second, the distance between teacher and students is larger in online courses than in courses that incorporate regular face-to-face interaction (Rodriguez et al., 2017). Teachers are less aware of whether students are on track in meeting the course learning goals, and of how they experience the teaching. This lack of insight makes it hard to adjust the teaching and intervene quickly when students fall behind in their learning progress.

Objective and expected outcomes

The PAELLA (Personalized Activation in Education leveraging Learning Analytics) project develops and tests a new learning design in three different Bachelor courses. Within these courses, we use click-stream data from the LMS to push forward personalized feedback and formative testing in the Bachelor program. For selected students with a backlog in their online learning, we offer appropriate (mindset) interventions that stimulate studentsā€™ self-regulation of learning. For this, we need to address the following challenges:

  1. How can we utilize the LMS data in a scalable way to differentiate between students who are on track and those who lag behind in their learning process?
  2. How can we design and apply personalized interventions in LMSs that activate students and stimulate them to better self-regulate their learning in an engineering context without increasing the teachersā€™ workload?
  3. How can we track students so that studentsā€™ privacy is guaranteed and that they do not feel threatened during online and blended learning?

Results and learnings

To be added. Project is ongoing.Ā 

Recommendations

To be added. Project is ongoing.Ā 

Practical outcomes

To be added. Project is ongoing.Ā 

Progress

Ongoing

Contact

dr. U. (Uwe) Matzat
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Dr. ir. P.A.M. (Ad) Kleingeld
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prof. dr. C.C.P. (Chris) Snijders
0402475596
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Website

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