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ERIC Number: EJ1228819
Record Type: Journal
Publication Date: 2019-Sep
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2472-5749
Learning Analytics to Inform the Learning Design: Supporting Instructors' Inquiry into Student Learning in Unsupervised Technology-Enhanced Platforms
Harindranathan, Priya; Folkestad, James
Online Learning, v23 n3 p34-55 Sep 2019
Instructors may design and implement formative assessments on technology-enhanced platforms (e.g., online quizzes) with the intention of encouraging the use of effective learning strategies like active retrieval of information and spaced practice among their students. However, when students interact with unsupervised technology-enhanced learning platforms, instructors are often unaware of students' actual use of the learning tools with respect to the pedagogical design. In this study, we designed and extracted five variables from the Canvas quiz-log data, which can provide insights into students' learning behaviors. Anchoring our conceptual basis on the influential conversational framework, we find that learning analytics (LA) can provide instructors with critical information related to students' learning behaviors, thereby supporting instructors' inquiry into student learning in unsupervised technology-enhanced platforms. Our findings suggest that the information that LA provides may enable instructors to provide meaningful feedback to learners and improve the existing learning designs.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A