Educator perspectives on learning analytics in classroom practice

Shibani, Antonette; Knight, Simon; Shum, Simon Buckingham

doi:10.1016/j.iheduc.2020.100730

Cited by 61 publications

(49 citation statements)

References 40 publications

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“…In recent times, there is an increasing interest F I G U R E 8 Learning curves. The success achieved by the students in line with the achievement of course objectives of educators for introducing Learning Analytics into their teaching [40].…”

Section: Evaluation Of Teaching Experiencementioning

confidence: 72%

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Pérez-delHoyo

Mora

Ciriquián

et al. 2020

Comp Applic In Engineering

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In today's world, new technologies are being used for the teaching‐learning process in the classroom. Their use to support learning can provide significant advantages for the teaching‐learning process and have potential benefits for students, as many of these technologies are a part of the work life of many current professions. The aim of this study is to analyse the use of innovative technologies for engineering and science education after examining the data obtained from students in their learning process and experiences. The study has been focused on computational geographic information systems, which allow access to and management of large volumes of information and data, and on the assessment of this tool as a basis for a suitable methodology to enhance the teaching‐learning process, taking into account the great social impact of big data. The results allow identifying the main advantages, opportunities, and drawbacks of using these technological tools for educational purposes. Finally, a set of initiatives has been proposed to complement the teaching activity and to improve user experience in the educational field.

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Section: Evaluation Of Teaching Experiencementioning

confidence: 72%

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Pérez-delHoyo

Mora

Ciriquián

et al. 2020

Comp Applic In Engineering

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“…This is possibly due to the notion, which is gradually absorbing, according to which there is growing data available, and in fact recorded, when teaching online. However, in spite of this willingness, since instructors are not aware of this data, they may not know how to utilize it for the benefit of their students (Hilliger et al., 2020; Shibani et al., 2020; Siemens, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The instructors' interest in learners' data and willingness to make data‐driven decisions during ERT stress the need to make the data available and accessible to them, in order to improve their teaching (Ifenthaler & Yau, 2020; Shibani et al., 2020). This essential goal may be achieved by ongoing training, which may be beneficial not only in online emergency teaching mode, but in online teaching altogether (Trust & Whalen, 2020).…”

Section: Discussionmentioning

confidence: 99%

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From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching

Usher

Hershkovitz

Forkosh‐Baruch

2021

Brit J Educational Tech

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The outbreak of the COVID‐19 pandemic has changed education dramatically, with the sudden shift from face‐to‐face to emergency remote teaching. Online learning environments may facilitate data‐driven instructional process; yet, our understanding regarding data‐driven decisions is still limited. This quantitative study examined types of learners' data that higher education instructors have access to, are interested in, and decisions they would consider making upon exposure to, while comparing emergency remote teaching with traditional teaching. Data were collected via an online questionnaire distributed among higher education instructors during the first COVID‐19 outbreak (N = 195, affiliated with 108 different academic institutions in 35 countries). Instructors were requested to refer to a face‐to‐face course that was shifted under these emergency circumstances to online teaching. Findings indicated a broader access to learners' data while teaching the course face‐to‐face and a slightly greater interest in learners' data while teaching the course in an emergency remote teaching mode. These complimentary findings depict a situation in which instructors lack face‐to‐face cues about their students without accessing alternative sources of data. Moreover, when teaching online versus face‐to‐face, instructors showed more interest and higher intention to make decisions based on data about learners' collaborative learning and social and emotional support, which highlights instructors' interest in aspects of learning that are less visible during online teaching. What is already known about this topic Evidence regarding the vital role of the instructor in online courses. Online learning environments collect digital traces of learners. Learners' data may assist in the improvement of teaching by implementing data‐driven decision making. Evidence that the COVID‐19 pandemic revealed a major liability in preparation and training for online teaching. The understanding of instructors' perspectives regarding the process of data‐driven decisions, especially in times of ERT, is still limited. What this paper adds We highlight instructors' perceived access to, interest in, and willingness to make decisions based on learners' data. We take a within‐subject approach for determining instructors' perceptions of learners' data during ERT compared with face‐to‐face teaching. We bring evidence to instructors' lesser access to (despite learners' digital traces), and greater interest in, learners' data during ERT. We bring evidence to instructors' higher inclination towards making data‐driven decisions during ERT, due to lack of F2F evidence. We bring evidence to a strong correlation between instructors' interest in learners' data and willingness to make data‐driven decisions. Implications for practice and/or policy Instructors should be trained for socio‐emotional support for students in times of ERT. Higher education institutions should collect data on learners' socio‐emotional status in times of ERT. Policies of data collect...

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“…En su desarrollo hay que considerar aspectos importantes como los sesgos cognitivos, las variables culturales y las cuestiones relacionadas con las habilidades de los usuarios (Hartong y Förschler, 2019). La incorporación de esos elementos dentro del campo de investigación de la educación basada en datos exige abrir nuevas perspectivas para explorar no sólo lo que se puede hacer con los datos, sino también si se debe hacer, cómo se debe hacer y cómo encaja en los ecosistemas de aprendizaje existentes (Shibani, Knight y Buckingham Shum, 2020).…”

Section: Un Campo Heterogéneounclassified

Analítica del aprendizaje y educación basada en datos: Un campo en expansión

Figaredo

Reich

Ruipérez‐Valiente

2020

RIED

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La creciente utilización de sistemas de mediación digital en la mayoría de espacios educativos —ya sean presenciales o no, formales o abiertos, y tanto en el nivel de educación básica como en situaciones de aprendizaje a lo largo de la vida— está acelerando el avance de la analítica del aprendizaje y haciendo que el uso de la información digital sea una práctica común en el campo de la educación. Las herramientas educativas digitales facilitan la interacción entre estudiantes, profesores y recursos de aprendizaje, y generan de manera continua un notable volumen de datos que pueden analizarse aplicando una variedad de metodologías. Esto ha hecho que aumenten exponencialmente las investigaciones que toman como referencia la información que procede de la actividad de los estudiantes en esos espacios digitales. Partiendo de esas evidencias, este número especial muestra un conjunto de estudios en el campo del aprendizaje digital y la investigación educativa basada en datos, que enriquecen el conocimiento sobre los procesos de aprendizaje y la gestión de la enseñanza en espacios mediados digitalmente.

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Educator perspectives on learning analytics in classroom practice

Cited by 61 publications

References 40 publications

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

Introducing innovative technologies in higher education: An experience in using geographic information systems for the teaching‐learning process

From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching

Analítica del aprendizaje y educación basada en datos: Un campo en expansión

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