Antonette Shibani , Simon Knight , Simon Buckingham Shum
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引用次数: 45
Abstract
Failing to understand the perspectives of educators, and the constraints under which they work, is a hallmark of many educational technology innovations' failure to achieve usage in authentic contexts, and sustained adoption. Learning Analytics (LA) is no exception, and there are increasingly recognised policy and implementation challenges in higher education for educators to integrate LA into their teaching. This paper contributes a detailed analysis of interviews with educators who introduced an automated writing feedback tool in their classrooms (triangulated with student and tutor survey data), over the course of a three-year collaboration with researchers, spanning six semesters' teaching. It explains educators' motivations, implementation strategies, outcomes, and challenges when using LA in authentic practice. The paper foregrounds the views of educators to support cross-fertilization between LA research and practice, and discusses the importance of cultivating educators' and students' agency when introducing novel, student-facing LA tools.
期刊介绍:
The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.