Data Mining and Action Research

Chernobilsky, Ellina; Ries, Edith; Jasmine, J. S. Leena

doi:10.1002/9781118998205.ch5

Cited by 4 publications

(1 citation statement)

References 5 publications

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“…At the same time, opportunities may be observed from these past experiences that online learning managed through the learning management system (LMS), which was a very large channel to collect educational data during the learning processes. Data are important resources for teachers' considerations in forming judgments [35][36][37][38][39][40][41][42]. Previous methods of monitoring students' learning encounter several drawbacks, and ML-enhanced methods of teachers' judgment might be offered using the opportunity to employ these data.…”

Section: Introductionmentioning

confidence: 99%

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

2022

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There is a national shift in the new Indonesian curriculum towards employing differentiated learning approaches in addressing the diversity of students’ needs and abilities. A teachers’ judgment evidently corresponds to the duty required of physics teachers to monitor their students at an individual level. Within the context of Indonesian physics education research (PER), empirical study addressing this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgments within differentiated learning environments have been investigated through phenomenological study. Physics teachers were voluntarily recruited after they declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and information and communication technology (ICT) experiences. The latter experience might be taken into account since, through this study, upcoming developmental research will be projected on engaging recent technological approaches to address the limitations of teachers’ judgments. Online semi-structured interviews (~50 min) were conducted by the first author to all physics teachers involved. Other authors contributed in reviewing the interview protocol and training the first author’s pilot interview. The model of teachers’ thought and action, from Clark and Peterson, was implemented to uncover physics teachers’ experiences and limitations in making judgments within a diverse group of students. The findings revealed that physics teachers have conceded that they should dynamically adapt the learning process in order to meet heterogeneous students’ performances. Personal observation has mainly informed teachers in identifying students’ differences. After students have been identified, the teachers creatively designed learning transformations to accommodate the wide spectrum of students’ abilities. Nevertheless, several limitations were discovered as being encountered by physics teachers, particularly in terms of judgments’ equity and accuracy, as well as the teachers’ workloads. To overcome this, the teachers indicated various and supportive attitudes about technological implementations that would assist their judgments. Ideas for technological development were provided to address identified obstacles during the teachers’ judgments.

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Section: Introductionmentioning

confidence: 99%

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

2022

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Utilizing Learning Analytics in Small Institutions: A Study of Performance of Adult Learners in Online Classes

Chernobilsky

Hayes

2019

Utilizing Learning Analytics to Support Study Success

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Learning Analytics

Juhaňák

Zounek

2019

Opening Up Education for Inclusivity Across Digital Economies and Societies

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The goal of this chapter is to present and describe a relatively new research field, known as learning analytics, which focuses on use of a wide spectrum of analytical methods and techniques to analyze data coming from educational contexts. The first part of the chapter focuses on the historical context of analytics in education and introduces several research fields that participated in the creation and formation of learning analytics. At the same time, the development of learning analytics and basic related concepts are described in more detail. In the second part, the authors provide an overview of the main research fields and topics within learning analytics, including an overview of commonly used analytical instruments and systems. The final part of the chapter then focuses on challenges currently faced by the field of learning analytics, as well as on opportunities for further development and research within learning analytics in the upcoming years, which are now under development.

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Data Mining and Action Research

Cited by 4 publications

References 5 publications

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

Utilizing Learning Analytics in Small Institutions: A Study of Performance of Adult Learners in Online Classes

Learning Analytics

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