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Research in educational psychology involves empirical investigation into the learning process with an aim to refine psychological theories of learning and their application to real-world settings where they can be used to benefit learners. Emergent methodological processes involved in learning analytics include the study of event-based data produced by individuals in learning environments where they use technology. Paradigms for substantive-methodological synergy can be used to align the strengths of educational psychology and learning analytics research. The Journal of Educational Psychology invites such collaborations. This issue illustrates the advancements to educational theory and practice that can be attained when learning analytics practices are aligned to reflect the assumptions within psychological theories of learning and learning analytics methods including feature engineering and multimodal modeling are leveraged. Exemplars demonstrate learning analytics’ potential contribution to the refinement and application of theories of learning and motivation. Educational Impact and Implications Statement Theories about learning describe complex processes and how the ways individuals undertake them affect the understanding they obtain and performances they achieve. Many of these learning processes are difficult to observe in the naturalistic settings where people learn. When data individuals produce during learning with technologies are collected and modeled in alignment with learning theories and using learning analytics methods, they can make learning processes observable. Incorporating learning analytics into the study of learning and the development of instruction can help refine learning theories and the design of technologies that individuals use to learn.
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Community Science as Adult Learning: Using Theory to Understand Volunteers’ Experiences
This study explores volunteer learning in an online community science program. Findings indicate alignment with self-directed and experiential learning theory, with implications for learner feedback and engagement.
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- Award ID(s):
- 2303019
- PAR ID:
- 10533633
- Publisher / Repository:
- Adult Education Research Conference.
- Date Published:
- Subject(s) / Keyword(s):
- community science, adult STEM education, self-directed learning, experiential learning
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript
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- The DOI is not currently available.
