Educator perspectives on learning analytics in classroom practice

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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.

课堂实践中学习分析的教育家视角
未能理解教育工作者的观点,以及他们工作的约束,是许多教育技术创新未能在真实环境中实现使用和持续采用的一个标志。学习分析(LA)也不例外,在高等教育中,教育工作者将学习分析整合到他们的教学中,面临着越来越多的政策和实施挑战。本文对在课堂上引入自动写作反馈工具的教育工作者(与学生和导师调查数据进行三角测量)的访谈进行了详细分析,这些访谈与研究人员合作了三年,涵盖了六个学期的教学。它解释了教育者在真实实践中使用LA时的动机、实施策略、结果和挑战。本文展望了教育工作者的观点,以支持洛杉矶学习研究与实践之间的相互借鉴,并讨论了在引入新颖的、面向学生的洛杉矶学习工具时培养教育工作者和学生代理的重要性。
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
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
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.
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