Contextual learning analytics apps to create awareness in blended inquiry learning

Abstract

Blended inquiry learning relying on online labs to enhance classroom activities is considered as a promising approach to increase the skills and the interest of students in science, technology, engineering, and mathematics. In such a framework where students combine face-to-face interaction with peers or teachers and online interaction with remote or virtual labs, adequate guidance should be provided. Such a task is facilitated if teachers are made aware of the progresses and the difficulties of their students. Learning analytics based on the analysis of the student online interaction traces and their visualization is an adequate mean. A set of contextual learning analytics apps which provide the teacher with learning-specific information is introduced in this paper. A requirement analysis gathered at a summer school with 32 teachers, the design and implementation of three contextual learning analytics apps, the main outcomes from a case study, as well as an outlook on future research avenues are detailed.