A Learning Analytics tool for the analysis of students’ Telegram messages in the context of teamwork virtual activities

Conde, Miguel Á.; Rodríguez‐Sedano, Francisco J.; Fernández, Camino; Gutiérrez-Fernández, Alexis; Fernández-Robles, Laura; Castejón-Limas, Manuel

doi:10.1145/3434780.3436601

Cited by 11 publications

(11 citation statements)

References 14 publications

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“…From the instructor`s side, our review revealed that assessment was a challenging issue for online learning ( Conde et al, 2020 ; Naidoo and Naidoo, 2021 ). Therefore, reliability of online exam results has been a conflicting issue for instructors.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…For instance, Naidoo and Naidoo (2021) utilized visualizations of students’ learning progress, which is beneficial for formative assessment. Further, it is possible to use LA individual ( Balderas and Caballero-Hernández, 2020 ) and group assessment ( Conde et al, 2020 ) in the process of online learning. Another LA opportunity is found to be the increment of student-student ( Maher et al, 2020 ) and students-instructor interaction ( Campanyà et al, 2021 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…In another study, a LA tool has been created and employed with the purposes of evaluation of students’ interactions ( Conde et al, 2020 ). The tool has been tested in a computer animation course during the pandemic.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…For example, dashboards as one of the most common LA tools can provide teachers with important information about their students, including time management, material use, and social interactions ( Safsouf et al, 2021 ). Hence, LA dashboards can serve as a monitoring tool for students by creating and reporting several visualizations on student progress and learning outcomes during the pandemic ( Conde et al, 2020 ). Instructors can straightforwardly recognize specific learning/support needs of students through LA dashboards; ultimately, this provides instructors with possibilities for timely and individualized interventions ( He et al, 2021 ; Molenaar and Knoop van Campen, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…These models can be specified in the process of the pandemic, considering students’ needs and guidance ( Safsouf et al, 2021 ). In addition to dashboards, LA tools might be utilized by instructors, for measuring and monitoring students’ individual and group performance and for assessing progress ( Conde et al, 2020 ). Also, some LA tools have been developed for the detection of students’ cheating behavior during online exams ( Balderas and Caballero-Hernández, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Response of learning analytics to the online education challenges during pandemic: Opportunities and key examples in higher education

Gedrimiene

Silvola

Muukkonen

2022

Policy Futures in Education

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Emerging technological advancements can play an essential role in overcoming challenges caused by the COVID-19 pandemic. As a promising educational technology field, Learning Analytics (LA) tools or systems can offer solutions to COVID-19 pandemic-related needs, obstacles, and expectations in higher education. In the current study, we systematically reviewed 20 papers to better understand the responses of LA tools to the online learning challenges that higher education students, instructors, and institutions faced during the pandemic. In addition, we attempted to provide key cases in which LA has been effectively deployed for various purposes during the pandemic in the higher education context. We found out several prominent challenges for stakeholders. Accordingly, learners needed of timely support and interaction, and experienced difficulty of time management. Instructors lacked pedagogical knowledge for online teaching. In particular, individual and collaborative assessment have been a challenge for them. Institutions have not been ready for a digital transformation and online teaching. In response to these challenges, LA tools have been deployed for the following opportunities: monitoring, planning online learning process, fostering learners’ engagement and motivation, facilitating assessment process; increasing interaction, improving retention, being easy to use. Understanding these promises can also give insight into future higher education policies.

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Section: Findings and Discussionmentioning

confidence: 99%