Managing Motivation and Information Processing of Students in a Learning Analytics Course during Emergency Remote Teaching

Abstract

Various educational initiatives and curricula have been proposed to cultivate more learning analytics talents. However, only scattered studies have shown how learning analytics has been taught more effectively. Meanwhile, there are limited studies on analysing students’ motivation, volition and information processing during emergency remote teaching. In the Spring 2022 semester, the author taught a learning analytics course in an ERT situation without any notice in advance. After the semester, the author conducted a retrospective analysis to identify what instructional strategies had been unintentionally adopted, based on an integrated model of motivation, volition and performance proposed by Keller. This manuscript is on the analysis of how instructional strategies had been deployed. Recommended strategies have been proposed for adoption in the future.