Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea
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Students with self-regulation skills regularly engage with course content.
“Similar to studies by Kim et al. (2018), which found that students with self-regulation skills regularly engage with course content”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Kim et al. (2018)
Push notifications helped promote self-regulation behaviors throughout the learning process, rather than only at exam or course-oriented times.
“Similar to studies by Kim et al. (2018), which found that students with self-regulation skills regularly engage with course content, the experimental group in the current study exhibited more consistent self-regulation behaviors, suggesting that push notifications helped promote these behaviors throughout the learning process, rather than only at exam or course-oriented times.”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Kim et al. (2018)
The regularity of students' access intervals to the system is an indicator of study regularity.
“The regularity of students' access intervals to the system is one of these indicators (Kim et al., 2018).”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Kim et al., 2018
The regularity of login intervals can be calculated according to the standard deviation of login intervals each week.
“Kim et al. (2018) stated that the regularity of login intervals can be calculated according to the standard deviation of login intervals each week.”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Kim et al. (2018)
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References 120 · Cited by 151
- Authors
- Kim, D., Yoon, M., Jo, I.-H., & Branch, R. M.
- Affiliations
- University of Florida (US)
- University of Georgia (US)
- Ewha Womans University (KR)
- Corresponding author
- Jo, Il-Hyun
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2018-12
- Volume
- 127
- Pages
- 233-251
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2888853498
- Cited by
- 151
- References
- 120
- Citations by year
- 2026: 5 · 2025: 13 · 2024: 18 · 2023: 30 · 2022: 26 · 2021: 28 · 2020: 20 · 2019: 10 · 2018: 1
- FWCI
- 18.63
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Seoul National University Open Repository (Seoul National University) (submittedVersion)
- Funders
- National Research Foundation of Korea (NRF-2015S1A5B6036244)
- Ministry of Education
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- student self-regulation, asynchronous online courses, learning analytics, help-seeking, time management, K-medoids clustering, random forest, pedagogical support, female university students
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