Monitoring, awareness and reflection in blended technology enhanced learning: a systematic review

Abstract

Education is experiencing a paradigm shift towards blended learning models in technology-enhanced learning (TEL). Despite the potential benefits of blended learning, it also entails additional complexity in terms of monitoring, awareness and reflection, as learning happens across different spaces and modalities. In recent years, literature on Learning Analytics (LA) and Educational Data Mining (EDM) has gained momentum and started to address the issue. To provide a clear picture of the current state of the research on the topic and to outline open research gaps, this paper presents a systematic literature review of the stateof-the-art of research in LA and EDM on monitoring, awareness and reflection in blended TEL scenarios. The search included six main academic databases in TEL that were enriched with the proceedings of the workshop on 'Awareness and Reflection in TEL' (ARTEL), resulting in 1089 papers out of which 40 papers were included in the final analysis.

Teachers’ Use of Education Dashboards and Professional Growth

“…That is, this process may be seen as an integral part of a teacher's continuous professional development. However, evidence regarding the impact of education dashboards on the development of a teacher's skills is still limited (Gillet et al, 2017;Schwendimann et al, 2017), and as such, this will be the focus of our study. In this research, we address the following questions:…”