基于系统还是基于教师的学习分析反馈——哪种效果最好?

Dirk Ifenthaler, Clara Schumacher, Muhittin Şahin
{"title":"基于系统还是基于教师的学习分析反馈——哪种效果最好?","authors":"Dirk Ifenthaler, Clara Schumacher, Muhittin Şahin","doi":"10.1109/ICALT52272.2021.00062","DOIUrl":null,"url":null,"abstract":"Feedback has been identified as the most powerful moderator for supporting learning. Learning analytics haven been recognized for opportunities for providing timely and informative feedback to learners when they need it. This study seeks to investigate learners’ perceptions and expected benefits of different forms of learning analytics feedback from different sources. In a quasi-experimental study including 230 students, four experimental groups were confronted with five learning scenarios receiving different learning analytics feedback. Findings indicate that perceived benefits from learning analytics feedback varies across different delivery sources and requires informative recommendations. Accordingly, designing and implementing feedback in learning analytics systems is more complex than just providing visualizations of behavioral data.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"System-based or Teacher-based Learning Analytics Feedback – What Works Best?\",\"authors\":\"Dirk Ifenthaler, Clara Schumacher, Muhittin Şahin\",\"doi\":\"10.1109/ICALT52272.2021.00062\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Feedback has been identified as the most powerful moderator for supporting learning. Learning analytics haven been recognized for opportunities for providing timely and informative feedback to learners when they need it. This study seeks to investigate learners’ perceptions and expected benefits of different forms of learning analytics feedback from different sources. In a quasi-experimental study including 230 students, four experimental groups were confronted with five learning scenarios receiving different learning analytics feedback. Findings indicate that perceived benefits from learning analytics feedback varies across different delivery sources and requires informative recommendations. Accordingly, designing and implementing feedback in learning analytics systems is more complex than just providing visualizations of behavioral data.\",\"PeriodicalId\":170895,\"journal\":{\"name\":\"2021 International Conference on Advanced Learning Technologies (ICALT)\",\"volume\":\"80 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2021 International Conference on Advanced Learning Technologies (ICALT)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ICALT52272.2021.00062\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2021 International Conference on Advanced Learning Technologies (ICALT)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICALT52272.2021.00062","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

反馈被认为是支持学习的最有力的调节器。学习分析已经被公认为有机会在学习者需要时提供及时和信息丰富的反馈。本研究旨在调查学习者对来自不同来源的不同形式的学习分析反馈的看法和预期收益。在一项包含230名学生的准实验研究中,四个实验组面对五种不同的学习情景,并接受不同的学习分析反馈。研究结果表明,学习分析反馈的感知收益因交付来源而异,需要提供翔实的建议。因此,在学习分析系统中设计和实现反馈比仅仅提供行为数据的可视化更为复杂。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
System-based or Teacher-based Learning Analytics Feedback – What Works Best?
Feedback has been identified as the most powerful moderator for supporting learning. Learning analytics haven been recognized for opportunities for providing timely and informative feedback to learners when they need it. This study seeks to investigate learners’ perceptions and expected benefits of different forms of learning analytics feedback from different sources. In a quasi-experimental study including 230 students, four experimental groups were confronted with five learning scenarios receiving different learning analytics feedback. Findings indicate that perceived benefits from learning analytics feedback varies across different delivery sources and requires informative recommendations. Accordingly, designing and implementing feedback in learning analytics systems is more complex than just providing visualizations of behavioral data.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信