Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review

Ansyari, Muhammad Fauzan; Groot, Wim; Witte, Kristof De

doi:10.1016/j.edurev.2020.100362

Cited by 13 publications

(7 citation statements)

References 54 publications

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“…According to [19], [20], a brief online data usage intervention can impact teachers' practices, beliefs, and selfefficacy. Teachers favor a short length for instructional data use, despite research stressing the value of a longer duration for in-person instructional data use interventions [21]. But care must be used when interpreting this result.…”

Section: B Factors Affecting Online Courses Preferencesmentioning

confidence: 99%

E-Learning Pricing Model Policy for Higher Education

et al. 2023

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The technological advancement in learning has made it possible for students to study beyond space and time restrictions, known as online learning. Impacted by the pandemic for an extended period, most students have adapted to online learning and, even more, have realized the vast benefits of online learning despite all the minor disadvantages. As a result, worldwide institutions, including Indonesia, are now offering online degrees and courses. Previous studies have shown contradictory results of cost factor effects on online courses, from the least important to the most critical factor for student achievements. Therefore, deciding the online course rates has been a major concern for online course providers. This research aims to answer the fundamental question of designing costs for online learning by analyzing online course preferences and ensuring sustainability by proposing a framework for the E-learning Pricing Model Policy in Higher Education using literature studies and qualitative approaches. The results show four main phases: the preparation phase, which conducts market research to understand consumer demand and behavior; the implementation phase, which includes marketing expenses and tutor fees; evaluation phase, which includes the course content material and video production revisions for further implementation. In addition, the infrastructure phase as the Learning Management System's virtual space is added with the Cloud Expenses. However, as a limitation of this research, countless factors influence online course rates, and no exact number can determine those rates. Nevertheless, the course cost can be estimated by considering the factors that affect the overall cost and the number of learners who take the course. As a result, this framework acts as an essential foundation for institutions to determine sustainable online course rates.

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Section: B Factors Affecting Online Courses Preferencesmentioning

confidence: 99%

E-Learning Pricing Model Policy for Higher Education

et al. 2023

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“…The second explanation can be that teachers often only initiate data use processes when problems are perceived (i.e., problem-based data use) (Ansyari et al, 2020). Such data use following intuition is effective in installing data use practices when teachers are not familiar with it.…”

Section: Discussionmentioning

confidence: 99%

“…Fully understanding data use processes requires some insights into the effects as well. Although these insights are often lacking in data use research, they are indispensable to assess and evaluate how effective data use processes should look (Ansyari et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Student guidance decisions at team meetings: do teachers use data for rational decision making?

Gasse¹,

Mol²

2022

Studia paedagogica

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In the past decade, the belief has grown that student guidance decisions can benefit from systematic data use. Systematic data use can be considered as completing the circle of inquiry (from data discussion to interpretation, to analysis, diagnosis, and action) with a reasonable depth. However, little is known about how teachers use data to inform student guidance decisions. This qualitative study analyzed the field notes of 17 teachers’ meetings that were intended to formulate student guidance decisions in secondary education. The results showed that data were used only sporadically and often not in a systematic way. Moreover, the depth of inquiry in formulating diagnoses on poor student functioning was low. These results indicate a need to raise awareness among teachers and policymakers on the stepwise and self-questioning process that data use should be in order to be effective.

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“…These goals imply that to have an impact on student outcomes, data use PDIs should be oriented to increasing teachers' skills and to provide teachers with data use experiences and practices to improve their classroom conditions before expecting changes in student outcomes. As the literature suggests, the effect of professional development on student outcomes is not direct, but rather mediated by increased teachers' capacity and improved instructional practices respectively (Ansyari et al, 2020;Desimone, 2009;Merchie et al, 2016).…”

Section: The Components Of Data Use Pdismentioning

confidence: 99%

A systematic review and meta-analysis of data use professional development interventions

Ansyari

Groot

Witte

2022

JPCC

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PurposeProfessional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes.Design/methodology/approachIn this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use.FindingsThe results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers’ data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17.Research limitations/implicationsThe authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies.Practical implicationsPolicymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers’ understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers’ classroom practices; therefore, political and practical support is necessary.Social implicationsThe authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices.Originality/valueThis article provides a proposed framework for studying teacher PDIs for data use and sheds light on several goals, a variety of facilitation strategies and conditions and the effect of the interventions on student outcomes.

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Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review

Cited by 13 publications

References 54 publications

E-Learning Pricing Model Policy for Higher Education

E-Learning Pricing Model Policy for Higher Education

Student guidance decisions at team meetings: do teachers use data for rational decision making?

A systematic review and meta-analysis of data use professional development interventions

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