Learning Analytics to Support the Provision of Feedback in Higher Education: a Systematic Literature Review

Ana-Gabriela Núñez Avila, Ivan Francisco Silva Feraud, L. Solano-Quinde, Miguel Zúñiga-Prieto, Vanessa Echeverría, T. De Laet
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引用次数: 1

Abstract

The digital transformation in higher education (HE) makes it important for students to acquire self-regulated learning (SRL) skills. Timely feedback is considered a powerful means for developing these skills, and learning analytics (LA) is a promising approach for high-quality and scalable feedback. This paper presents a systematic literature review on LA feedback tools to improve SRL skills in HE hereby contributing to the understanding of the current state of the art and the identification of remaining existing gaps. After reviewing 31 articles, our results indicate that research on LA feedback tools to support SRL is relatively limited and these investigations often lack a solid theoretical basis in SRL. We also found that these LA feedback tools are mostly targeted to students, and that there is a limited evaluation of the impact of these LA feedback tools. This systematic literature review calls to action to perform empirical research for measuring the impact of these tools.
学习分析支持高等教育中反馈的提供:系统的文献回顾
高等教育(HE)的数字化转型使得学生获得自我调节学习(SRL)技能变得非常重要。及时的反馈被认为是开发这些技能的有力手段,而学习分析(LA)是获得高质量和可伸缩反馈的有前途的方法。本文提出了一个系统的文献综述的LA反馈工具,以提高SRL技能的高等教育,从而有助于了解当前的艺术状态和识别仍然存在的差距。通过对31篇文献的梳理,我们的研究结果表明,关于LA反馈工具支持SRL的研究相对有限,这些研究往往缺乏坚实的SRL理论基础。我们还发现,这些LA反馈工具主要针对学生,并且对这些LA反馈工具的影响进行了有限的评估。这一系统的文献综述呼吁采取行动,进行实证研究,以衡量这些工具的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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