Learning Analytics Support to Teachers' Design and Orchestrating Tasks

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Ishari Amarasinghe (ORCID Ishari Amarasinghe (ORCID 0000-0003-2960-4804); Konstantinos Michos (ORCID Konstantinos Michos (ORCID 0000-0002-0573-1924); Francisco Crespi; Davinia Hernández-Leo (ORCID Davinia Hernández-Leo (ORCID 0000-0003-0548-7455)
  • Language:
    English
  • Source:
    Journal of Computer Assisted Learning. 2024 40(6):2416-2431.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Secondary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Learning Activities; Educational Technology; Design; Cooperative Learning; Teaching Methods; Data Use; Decision Making; Technology Uses in Education; Classroom Techniques; Teacher Improvement; Learning Analytics; Student Participation; Progress Monitoring; Course Organization; Secondary School Teachers; Faculty; Foreign Countries; Universities; Teacher Attitudes
    • Subject Terms:
      Spain
    • Accession Number:
      10.1111/jcal.12711
    • ISSN:
      0266-4909
      1365-2729
    • Abstract:
      Background: Data-driven educational technology solutions have the potential to support teachers in different tasks, such as the designing and orchestration of collaborative learning activities. When designing, such solutions can improve teacher understanding of how learning designs impact student learning and behaviour; and guide them to refine and redesign future learning designs. When orchestrating educational scenarios, data-driven solutions can support teacher awareness of learner participation and progress and enhance real time classroom management. Objectives: The use of learning analytics (LA) can be considered a suitable approach to tackle both problems. However, it is unclear if the same LA indicators are able to satisfactorily support both the designing and orchestration of activities. This study aims to investigate the use of the same LA indicators for supporting multiple teacher tasks, that is, design, redesign and orchestration, as a gap in the existing literature that requires further exploration. Methods: In this study, first we refer to the previous work to study the use of different LA to support both tasks. Then we analyse the nature of the two tasks focusing on a case study that uses the same collaborative learning tool with LA to support both tasks. Implications: The study findings led to derive design considerations on LA support for teachers' design and orchestrating tasks.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1448408