Abstract
The effective use of self-regulation strategies has been considered significant in online learning environments. It is known that learners must be supported in this context. Academic help-seeking (AHS), as one of the main self-regulated learning strategies, is associated with academic success. However, learners may avoid seeking help for cognitive, affective or social reasons. They might also be undecided about where to start when they need help. Therefore, external interventions are necessary to support learners in developing effective AHS skills. The purpose of this research was to examine the effect of prompts on fostering learners’ online AHS behaviour using learning analytics approaches. The research was conducted in an experimental design and included two separate experimental studies. The prompts used in the first and second studies focused on different factors that disrupted effective AHS processes. Learning analytics indicators were used as a proxy to understand the participants’ AHS behaviours in an online learning environment. The findings supported the idea that the prompts invited and guided students to relevant sources of help and fostered AHS behaviours in the online learning environment. Moreover, they contributed to the successful completion of learning tasks by up to 25%. The findings were discussed on the basis of the relevant literature, and suggestions for further research were provided.
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The datasets generated during and/or analysed during the current study are available from the corresponding author upon reasonable request.
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Appendix 1
Appendix 1
Descriptive statistics for dependent variables
Study I | Experimental Group | Control Group | ||||||||||||||
N | Mean | Standard Deviation | Min. | Max. | Median | Shapiro-Wilk Sig. | N | Mean | Standard Deviation | Min | Max. | Median | Shapiro-Wilk Sig. | |||
AssignmentView | 19 | 42.68 | 18.856 | 6 | 84 | 42.00 | 0.998 | AssignmentView | 20 | 44.30 | 52.392 | 8 | 259 | 33.50 | 0.000 | |
Time Spent | 19 | 185.47 | 192.371 | 38 | 935 | 139.00 | 0.000 | Time Spent | 20 | 139.35 | 111.309 | 32 | 517 | 100.00 | 0.000 | |
Session | 19 | 36.16 | 94.124 | 5 | 424 | 16.00 | 0.000 | Session | 20 | 15.55 | 9.539 | 5 | 41 | 13.00 | 0.019 | |
View Discussion | 19 | 662.16 | 2244.799 | 0 | 9736 | 28.00 | 0.000 | View Discussion | 20 | 275.35 | 797.772 | 0 | 3469 | 15.50 | 0.000 | |
Start Discussion | 19 | 1.89 | 3.604 | 0 | 14 | 0.00 | 0.000 | Start Discussion | 20 | 2.15 | 3.717 | 0 | 15 | 0.00 | 0.000 | |
AccessResource | 19 | 12.53 | 15.200 | 1 | 49 | 6.00 | 0.000 | AccessResource | 20 | 11.70 | 13.982 | 1 | 52 | 5.50 | 0.000 | |
Access oth. Res. | 19 | 2.21 | 2.226 | 0 | 7 | 1.00 | 0.008 | Access oth. Res. | 20 | 1.80 | 1.704 | 0 | 6 | 1.50 | 0.017 | |
Access Module | 19 | 105.47 | 152.340 | 22 | 709 | 66.00 | 0.000 | Access Module | 20 | 80.65 | 72.434 | 10 | 332 | 62.50 | 0.000 | |
Access Videos | 19 | 20.74 | 9.550 | 12 | 52 | 20.00 | 0.001 | Access Videos | 20 | 21.65 | 12.036 | 3 | 48 | 20.00 | 0.443 | |
Study II | AssignmentView | 19 | 47.26 | 25.987 | 16 | 124 | 38.00 | 0.006 | AssignmentView | 20 | 48.90 | 99.038 | 0 | 465 | 30.00 | 0.000 |
Time Spent | 19 | 173.74 | 144.242 | 10 | 656 | 124 | 0.001 | Time Spent | 20 | 103.25 | 83.404 | 1 | 356 | 71.50 | 0.003 | |
Session | 19 | 37.37 | 94.201 | 3 | 425 | 16.00 | 0.000 | Session | 20 | 13.90 | 10.346 | 1 | 41 | 11.50 | 0.037 | |
View Discussion | 19 | 761.84 | 2646.918 | 0 | 11488 | 11.00 | 0.000 | View Discussion | 20 | 147.35 | 285.091 | 0 | 930 | 10.00 | 0.000 | |
Start Discussion | 19 | 2.16 | 3.500 | 0 | 11 | 0.00 | 0.000 | Start Discussion | 20 | 1.30 | 2.618 | 0 | 10 | 0.00 | 0.000 | |
AccessResource | 19 | 21.42 | 18.798 | 1 | 67 | 17.00 | 0.008 | AccessResource | 20 | 17.55 | 18.869 | 0 | 71 | 10.50 | 0.000 | |
Access oth. Res. | 19 | 6.16 | 4.764 | 0 | 16 | 6.00 | 0.303 | Access oth. Res. | 20 | 5.05 | 5.176 | 0 | 18 | 4.00 | 0.001 | |
Access Module | 19 | 109.68 | 137.648 | 17 | 645 | 76.00 | 0.000 | Access Module | 20 | 80.20 | 105.827 | 1 | 492 | 47.00 | 0.000 | |
Access Videos | 19 | 5.79 | 4.417 | 0 | 14 | 6.00 | 0.198 | Access Videos | 20 | 5.60 | 4.477 | 0 | 17 | 5.50 | 0.154 | |
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Önder, A., Akçapınar, G. Investigating the effect of prompts on learners’ academic help-seeking behaviours on the basis of learning analytics. Educ Inf Technol 28, 16909–16934 (2023). https://doi.org/10.1007/s10639-023-11872-9
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DOI: https://doi.org/10.1007/s10639-023-11872-9