Differential benefits of situated instructional prompts
Computers in Human Behavior
Mining LMS data to develop an "early warning system" for educators: A proof of concept
Computers & Education
Tool use in computer-based learning environments: towards a research framework
Computers in Human Behavior
Tool-use in a blended undergraduate course: In Search of user profiles
Computers & Education
Review: Content Management Systems: Enriched learning opportunities for all?
Computers in Human Behavior
Analytics of the effects of video use and instruction to support reflective learning
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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Given the rising popularity of content management systems (CMSs) in higher education, the current study investigates how students use tools in CMS supported courses. More specifically, the current study investigates how students regulate their tool-use throughout the course period by considering the moment tools are used. This temporal dimension has been neglected in current CMS research that considered the course as a single entity when investigating students' tool-use. More insight into students' tool-use is particularly important from an instructional design perspective since research has repeatedly revealed that a learning environment's effectiveness depends heavily on students' adaptive tool-use. Logging students (n = 179) use of multiple CMS tools and registering students' use of the face-to-face support in a blended course, the study reveals that all students regulated their tool-use throughout the course. However, the study demonstrates that only a minority of students regulated one's tool-use in line with the course requirements and this pattern was found to be more adaptive for learning. The results are related to students' awareness regarding the instructional cues and students' perceptions of tool-functionalities. Implications for the instructional design of CMS supported courses are discussed.