The creation of a nudging protocol to support online student engagement in higher education

IF 3.8 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Active Learning in Higher Education Pub Date : 2022-01-04 DOI:10.1177/14697874211039077

Alice V. Brown, Jill Lawrence, Marita Basson, M. Axelsen, P. Redmond, Joanna Turner, S. Maloney, Linda Galligan

引用次数: 8

Abstract

Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.

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创建一个推动协议，以支持在线学生参与高等教育

将助推理论与学习分析相结合，即“助推分析”，是教育领域中一个相对较新的现象。例如，用于解决学生(不)参与等问题，推动学生采取某些行动或改变主动学习的行为，可以产生影响。然而，知道该推谁、怎么推、什么时候推都是一个挑战。为学生提供战略性的、敏感的推动，帮助他们前进，几乎是一种艺术形式。它不仅需要使用适当的软件和解释数据的技术技能，还需要仔细考虑该说什么以及如何说。在本文中，我们提出了一个可以在在线课程中使用的推动协议，以鼓励学生参与支持他们学习的关键课程资源。

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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来源期刊

Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

13.20

自引率

12.00%

发文量

期刊介绍： Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.