Does an individualized learning design improve university student online learning? A randomized field experiment
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In: Computers in Human Behavior, Vol. 122, 106819, 01.09.2021.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Does an individualized learning design improve university student online learning? A randomized field experiment
AU - Dietrich, Julia
AU - Greiner, Franziska
AU - Weber-Liel, Dorit
AU - Berweger, Belinda
AU - Kämpfe, Nicole
AU - Kracke, Bärbel
N1 - Funding Information: This work was supported by a grant from the Stifterverband für die Deutsche Wissenschaft , Germany, and the Thuringian Ministry for Economic Affairs, Science and Digital Society awarded to Julia Dietrich, and by grant no. 01JA1808 from the Federal Ministry of Education and Research , Germany, awarded to Bärbel Kracke. Publisher Copyright: © 2021 Elsevier Ltd
PY - 2021/9/1
Y1 - 2021/9/1
N2 - University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students' cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age M = 20.96 years), we investigated the effects of the learning design on students' motivation (self-concept, self-efficacy, intrinsic and utility task values), on their performance, and, because our sample consisted of teacher students, on their professional development with regard to inclusive education. Employing structural equation modeling, we found that the intervention positively affected the self-concepts of effort avoidant students. The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education, but had no effect on course performance, course-related self-efficacy and task values. Moreover, learning analytics data revealed in-depth information on students’ learning behavior. Results are discussed regarding possible intervention strategies to be implemented in future versions of the learning design.
AB - University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students' cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age M = 20.96 years), we investigated the effects of the learning design on students' motivation (self-concept, self-efficacy, intrinsic and utility task values), on their performance, and, because our sample consisted of teacher students, on their professional development with regard to inclusive education. Employing structural equation modeling, we found that the intervention positively affected the self-concepts of effort avoidant students. The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education, but had no effect on course performance, course-related self-efficacy and task values. Moreover, learning analytics data revealed in-depth information on students’ learning behavior. Results are discussed regarding possible intervention strategies to be implemented in future versions of the learning design.
KW - Individualized learning design
KW - Online learning
KW - Student motivation
KW - Performance
KW - Attitudes towards inclusive education
KW - Teacher students
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85105695643&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/fb5ff7ec-f84d-3c10-aa21-3284fd44d2b7/
U2 - 10.31234/osf.io/hkq7m
DO - 10.31234/osf.io/hkq7m
M3 - Journal articles
VL - 122
JO - Computers in Human Behavior
JF - Computers in Human Behavior
SN - 0747-5632
M1 - 106819
ER -