Personalized Learning Analytics-Based Feedback on a Self-Paced Online Course

Self-regulated learning skills are very important on self-paced online courses, where students have great autonomy but limited guidance. We combined goal setting strategies and personalized feedback to support students’ self-regulation and keep them engaged in a self-paced online course. We describe our setup and the findings of the project

Indicators needed to design a student dashboard from lecturers’ perspectives: a qualitative study

The number of students’ enrolled in Higher Education online courses is increasing, and as a result, more data about their learning process is generated. The data produced can be displayed on a dashboard and help students in their learning process. However, lecturers’ perspective should be taken into account to define the indicators of the dashboard as the design of the courses could impact on the elements included on it. And that is precisely the aim of this paper: to define the indicators needed to design a student dashboard in online courses taking into account lecturers' perspectives. This study was carried out with 10 lecturers from the Faculty of Humanities and Education from Mondragon Unibertsitatea. Online qualitative questionnaires were used to gather participants’ perceptions. Results show that most of the lecturers participating in the research study identified four indicators to design a student dashboard: number of times students access the course forum, amount of contributions in the forum, number of times students consult the information booklet, and number of times each student has accessed the course in a week time. Conclusions drawn from this study highlight the importance of training lecturers and students on the pedagogical use of data visualization

Conceptual framework for process-oriented feedback through Learning Analytics Dashboards

The number of students enrolled in online higher education courses is increasing, and as a result, more data on their learning process is being generated. By exploring this student behavior data through learning analytics, both student and teacher can be provided with process-oriented feedback in the form of dashboards. However, little is known about the typology of relevant feedback in the dashboard to different learning objectives, students and teachers. Although most dashboards and the feedback they provide are based solely on student performance indicators, research shows that such feedback is not sufficient. This article attempts to define a conceptual model that visualizes the relationships between the design of a Learning Analytics Dashboard (LAD) and the concepts of learning science in order to provide process-oriented feedback that supports the regulation of learning. The aim of the work is not to propose a specific design of the LAD to provide feedback, but rather a conceptual framework for the choice of concepts for that design, and therefore to help understand future data needs as a basis for the educational feedback of the dashboards. As a conclusion of our research, we can say that having LADs adapted to any profile (student, teacher, etc.) can improve decision-making processes by showing each user the information that interests them most in the way that best enables them to understand it

Ethical Challenges for Learning Analytics

This response to Neil Selwyn’s paper, ‘What’s the problem with learning analytics?’, relates his work to the ethical challenges associated with learning analytics and proposes six ethical challenges for the field

A Framework for Designing Learning Analytics Information Systems

Learning analytics offers new opportunities in higher education, yet the design and development of educational data analytics are facing several challenges. Little guidance is available for researchers and developers when it comes to designing, developing, and implementing learning analytics information systems in higher education. Hence, this study proposes a comprehensive conceptual framework for designing learning analytics information systems incorporating both computational and educational aspects. The framework provides systematic support for learning analytics researchers and designers. It is constructed based on the process and critical dimensions of learning analytics and instructional systems design. By applying the framework to analyze a previously published study, we provide a better understanding of its key qualities. Furthermore, the application of the framework to design a new learning analytics information system provides forward engineering support

Why Feedback Literacy Matters for Learning Analytics

Learning analytics (LA) provides data-driven feedback that aims to improve learning and inform action. For learners, LA-based feedback may scaffold self-regulated learning skills, which are crucial to learning success. For teachers, LA-based feedback may help the evaluation of teaching effects and the need for interventions. However, the current development of LA has presented problems related to the cognitive, social-affective, and structural dimensions of feedback. In light of this, this position paper argues that attention needs to shift from the design of LA as a feedback product to one that facilitates a process in which both teachers and students play active roles in meaning-making. To this end, implications for feedback literacy in the context of LA are discussed.Comment: 8 pages. Accepted at the 2022 International Conference of the Learning Sciences (ICLS). https://2022.isls.org/proceedings

Contemporary and Technology Based Assessment and Feedback for Student Enhanced Learning: A Case Study of Mechanical Engineering Department at Middle East College

Assessment is an important part to identify the strengths and weaknesses of student learning. Various approaches for module delivery have been implemented, emphasizing the value of student participation and their role in the educational process. This provides an excellent strategy to evaluate students over time and improve their performances. In this study, performance-based assessment as a modern form of assessment presented and discussed. Students' work was gathered in portfolios (Microsoft OneNote) so that their performance, effort, and progress could be monitored and tracked along with the task requirements. Module delivery strategy as a case study is also presented accompanied with the assessment and feedback methods. Additionally, the significance of incorporating students in the feedback process, increasing their capacity to appraise the quality of their own and their peers' work, and fostering their capacity to conduct self-evaluations and develop into independent learners were all covered in detail. The study shows that digitalize written comments to facilitate the feedback process particularly in case of high number of students, with specific and clear criteria will help to give the right feedback at the right time. Furthermore, conducting discussion sessions to get peer feedback and reflection indicated that the understanding of students on the given feedback was improved

It\u27s Not Like He Was Being a Robot: Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework

Although much research has explored the impact writing feedback has on student learning, it has primarily focused on undergraduate coursework offered in traditional face-to-face settings. This work explores student perceptions of writing feedback they received in an online graduate-level research methods course. Using a seven-point framework based on undergraduate writing feedback literature, students received feedback on a semester-long research proposal writing project. We explored student perceptions of the feedback they received in both written and video formats. Interviews were conducted with participants in both studies to understand their perceptions of the feedback they received. Students perceived the feedback and revision process as being constructive, positively impacting their content knowledge about the research process, and as facilitating their growth as writers for research. Most participants preferred the video-based feedback they received. This was found to impact the relationship students formed with the instructor in the course and support student growth as writers for research

Effectiveness of blended learning technologies in higher educational institutions

The need for research into the effective application of blended learning technologies and evaluation of its effectiveness for universities, students, teachers and society is determined by little experience in the use of blended technologies. Consequently, the aim of this study is to determine the effectiveness of blended learning models for student learning in view of the specifics of academic subjects. The research involved the methods of survey, simulation, pedagogical experiment, mathematical statistics. The following models were involved in the studies of the first- and fourth-year students of the higher educational institutions (HEIs) of Ukraine during the semester: rotational, Enriched Virtual model, and a combination of rotational model to study professional subjects and Enriched Virtual model to study humanities. Conclusions. The use of performance evaluation tools allows determining the state of readiness of the educational institution and students for involving blended technologies. Prospects. The results of the study can be compared with the following studies of the effectiveness of other blended learning models for students of different majors, determining the effectiveness of blended learning in general. Other levels of effectiveness of blended learning — operational, strategic management — are unresolved issues