Learning Analytics Intervention: A Review of Case Studies

Wong, Billy

doi:10.1109/iset.2018.00047

Cited by 14 publications

(9 citation statements)

References 21 publications

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“…Typical systems stop at providing the information and do not consider the processes required to turn feedback into changes or actions [14]. One of the problems in the feedback process is that educators do not know which students are acting on feedback due to the lack of any mechanism to track students' use of feedback [17,59,78]. The inability to measure the effects of feedback prevents researchers and educators to delve deep into feedback and customising the feedback at a deeper level.…”

Section: Research Questionsmentioning

confidence: 99%

Understanding Students’ Engagement with Personalised Feedback Messages

Iraj¹,

Fudge²,

Faulkner³

et al. 2019

Preprint

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Feedback is a major factor of student success within higher education learning. However, recent changes-such as increased class sizes and socioeconomic diversity of the student population-challenged the provision of effective student feedback. Although the use of educational technology for personalised feedback to diverse students has gained traction, the feedback gap still exists: educators wonder which students respond to feedback and which do not. In this study, a set of trackable Call to Action (CTA) links was embedded in two sets of feedback messages focusing on students' time management, with the goal of (1) examining the association between feedback engagement and course success and (2), to predict students' reaction to provided feedback. We also conducted two focus groups to further examine students' perception of provided feedback messages. Our results revealed that early engagement with the feedback was associated with higher chances of succeeding in the course. Likewise, previous engagement with feedback was highly predictive of students' engagement in the future, and also that certain student sub-populations, (e.g., female students), were more likely to engage than others. Such insight enables instructors to ask "why" questions, improve feedback processes and narrow the feedback gap. Practical implications of our findings are further discussed.

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Section: Research Questionsmentioning

confidence: 99%

Understanding Students’ Engagement with Personalised Feedback Messages

Iraj¹,

Fudge²,

Faulkner³

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…The results show that most LA interventions have an impact on student learning success [47]. Interventions have led to outcomes such as improved study performance, retention, and course registration, as well as productivity and effectiveness in learning and teaching [55]. LA uses several methods, including visual data analysis techniques, social network analysis, semantic and educational data mining, including prediction, clustering, relationship mining, model discovery, and data separation for human judgment to analyze data [20].…”

Section: Rq2 How Has La Been Applied In Teaching Practice?mentioning

confidence: 99%

Learning Analytics to Support Teaching Skills: A Systematic Literature Review

2021

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Learning Analytics is a vast concept and a rapidly growing field in higher education used by professors to measure, collect and analyze digital learning records to improve learning, generate new pedagogies, and make decisions about technology-driven learning. The following article presents a mapping and systematic literature review on Learning Analytics and its link to the teaching skills carried out in university practice. The research process reviewed 7,886 articles during the period from 2016 to 2020. After applying the inclusion and exclusion criteria, 50 articles were analyzed in-depth under the dimensions of (1) purposes of Learning Analytics, (2) teaching competencies, and (3) teaching practice in higher education. This work provides a basis for identifying gaps and research opportunities related to the application of teaching competencies in the field of Learning Analytics and incorporating it into teaching practice in online tutoring.

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“…Typical feedback systems stop at information transfer and ignore the processes required to turn feedback into actions (Carless & Boud, 2018;Winstone, 2019), leading to the scarcity of behavioural data in education (Winstone, 2019). One problem in the feedback process has been a lack of any mechanism to track students' use of feedback (Dawson et al, 2018;Wong & Li, 2018;Ryan, Gašević, & Henderson, 2019;Ellis, 2013). The invisibility of students' engagement with feedback (Price, Handley, Millar, & O'Donovan, 2010) and the inability to measure the effects of feedback prevent researchers and educators from delving deep into feedback as a nuanced and multifaceted phenomenon (Winstone, 2019) and from customizing the feedback at a deeper level.…”

Section: Research Questionsmentioning

confidence: 99%

Narrowing the Feedback Gap: Examining Student Engagement with Personalized and Actionable Feedback Messages

Iraj

Fudge

Khan

et al. 2021

JLA

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One of the major factors affecting student learning is feedback. Although the importance of feedback has been recognized in educational institutions, dramatic changes - such as bigger class sizes and a more diverse student population - challenged the provision of effective feedback. In light of these changes, educators have increasingly been using new digital tools to provide student feedback, given the broader adoption and availability of these new technologies. However, despite these efforts, most educators have limited insight into the recipience of their feedback and wonder which students engage with feedback. This problem is referred to as the "feedback gap," which is the difference between the potential and actual use of feedback, preventing educators and instructional designers from understanding feedback recipience among students. In this study, a set of trackable call-to-action (CTA) links were embedded in feedback messages focused on learning processes and self-regulation of learning in one fully online marketing course and one blended bioscience course. These links helped us examine the association between feedback engagement and course success. We also conducted two focus groups with students from one of the courses to further examine student perceptions of feedback messages. Our results across both courses revealed that early engagement with feedback is positively associated with passing the course and that most students considered feedback messages helpful in their learning. Our study also found some interesting demographic differences between students regarding their engagement with the feedback messages. Such insight enables instructors to ask "why" questions, support students' learning, improve feedback processes, and narrow the gap between potential and actual use of feedback. The practical implications of our findings are further discussed.

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Learning Analytics Intervention: A Review of Case Studies

Cited by 14 publications

References 21 publications

Understanding Students’ Engagement with Personalised Feedback Messages

Understanding Students’ Engagement with Personalised Feedback Messages

Learning Analytics to Support Teaching Skills: A Systematic Literature Review

Narrowing the Feedback Gap: Examining Student Engagement with Personalized and Actionable Feedback Messages

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