Proceedings of the 1st International Conference on Learning Analytics and Knowledge 2011
DOI: 10.1145/2090116.2090141
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Revisiting formative evaluation

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Cited by 14 publications
(2 citation statements)
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“…In another example, a company that develops learning materials wishes to examine their effectiveness. Such a company may want to collect data on learners' interactions with their systems and their grades in computerized and traditional learning environments (Richards & DeVries, 2012). It should be stressed at this point that although the definition of the collected data should be justified by the literature and studies citing connections between the goal variable and the data collected, collecting data whose end use is not clear when the system is built makes sense too if we wish to allow flexibility in the use of the data for research and creating new knowledge and insights.…”
Section: A Framework For Understanding the Use Of Big Data In Educationmentioning
confidence: 99%
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“…In another example, a company that develops learning materials wishes to examine their effectiveness. Such a company may want to collect data on learners' interactions with their systems and their grades in computerized and traditional learning environments (Richards & DeVries, 2012). It should be stressed at this point that although the definition of the collected data should be justified by the literature and studies citing connections between the goal variable and the data collected, collecting data whose end use is not clear when the system is built makes sense too if we wish to allow flexibility in the use of the data for research and creating new knowledge and insights.…”
Section: A Framework For Understanding the Use Of Big Data In Educationmentioning
confidence: 99%
“…Principals and directors of educational facilities could use big data to identify drop-out patterns or to evaluate the effectiveness of a curriculum; since collecting and analyzing data is often done at higher levels (mostly due to infrastructure, budget, and professional knowledge-related issues), this issue is of great importance for educational policy makers (Ferguson et al, 2016;Tsai, Moreno-Marcos, Tammets, Kollom, & Gašević, 2018). Additionally, insights from such analyses could be of great use to improve educational content, as usage patterns can indicate on poorly or ineffectively used components (e.g., Richards & DeVries, 2012).…”
Section: Data-supported Decision-makingmentioning
confidence: 99%