Shane Dawson
Biographic Data
| ID | 3619952 |
|---|---|
| NAME | Shane Dawson |
| GIVEN NAMES | Shane |
| FAMILY NAME | Dawson |
| SIGNATURE | DAWSON S |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0003-2435-2193 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Assessing Patterns of Students’ Attainment of Professional Standards in Higher Education
It is widely recognized that higher education (HE) graduates require a broad range of professional skills and abilities to succeed in their future careers. This narrow emphasis limits the capacity to effectively and holistically evaluate a student’s professional competency and readiness for employment. This issue is particularly acute for HE degrees that require graduates to demonstrate attainment of externally regulated professional standards. W…
Advancing 21st-Century Professional Competencies with Learning Analytics in the Age of Generative AI
The rise of generative artificial intelligence (GenAI) and accelerated globalization have necessitated a fundamental recalibration of higher education to prioritize domain-agnostic, 21st-century professional competencies. While institutional commitment to these skills is high, their systematic integration into the curriculum and evaluation remains fragmented, highlighting a critical gap between traditional academic success metrics and demonstrate…
Creative Thinking and Non-Cognitive Factors in Science: Implications for Diversity in STEM Subjects
Educational institutions worldwide are increasingly urged to recognize the significance of integrating creative thinking and other essential capabilities across different academic disciplines. Additionally, there is a growing focus on students’ non-cognitive factors. However, relationships between creativity and non-cognitive factors, such as self-concept in subjects such as science, are not well understood. Given the global attempts to increase …
The (Un)Conscious Learner: How Meta‐Awareness Influences Self‐Regulated Learning and Mitigates Task‐Unrelated Thoughts
This theoretical article examines the relationship between self‐regulated learning and task‐unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self‐regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self‐regulated learning can increase…
Perceptions and perspectives of Australian school leaders on the integration of artificial intelligence in schools
The integration of AI in education has the potential to significantly transform teaching and learning. However, the successful adoption of AI is heavily reliant on the actions and perspectives of school leaders. As schools increasingly incorporate AI into their classrooms, it is essential to understand how education leaders perceive this technology and the factors that influence their decision-making around its implementation. This study explores…
A study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context
Students often enter second year without the necessary self-regulated learning skills to be independent learners. This occurs at a time of diminishing institutional support services when compared to their first-year experience and can lead to a decline in motivation and academic performance. Prior research on the motivational beliefs and behaviours of second-year students remains largely unexplored within higher education literature. This paper a…
Advancing Holistic Decision‐Making Systems in Schools: Insights From Academic Research and Practical Applications
The application of curriculum analytics for improving assessments and quality assurance in higher education
Curriculum mapping is a necessary process for establishing evidence of where learning outcomes are taught and assessed in higher education programmes. Mapping ensures the credibility of the institution and programme offerings and provides students with a clear understanding of what they can expect to learn and achieve during their academic studies. Well-mapped curricula that reference relevant standards and articulate aligned assessments are foun…
Advancing theory in the age of artificial intelligence
Exploring the relationship between personalized feedback models, learning design and assessment outcomes
The increasing use of technology in education has brought new opportunities for the systematic collection of student data. Analyzing technology-mediated trace data, for example, has enabled researchers to bring new insights into student learning processes and the factors involved to support learning and teaching. However, many of these learning analytic studies have drawn conclusions from limited data sets that are derived from a single course or…
Grade-based similarity prevails in online course forums at scale
Assessing program-level learning strategies in Moocs
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: An exploratory study of four courses
Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students’ sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic networ…
Differences in forum communication of residents and visitors in Moocs
Facilitation of social interactions in Massive Open Online Courses can benefit from conceptualizing forum sub-populations through a networked lens. Such a lens implies that forum interactions represent a network of learners with heterogeneous levels of commitment to forum activity. A networked lens helps capture forum communities, so-called forum residents, as well as the rest of the crowd, also known as forum visitors. The current study empirica…
Students’ sense-making of personalised feedback based on learning analytics
Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students’ sense-making of learning analytics–based personalised feedback across four courses. Results from a combination of themat…
Using learning analytics to scale the provision of personalised feedback
There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they crea…
Identifying engagement patterns with video annotation activities: A case study in professional development
The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage w…
Learning analytics to unveil learning strategies in a flipped classroom
The study examined trace data to identify learning strategies in a flipped classroom. • Clustering of students' learning sequences revealed 4 learning strategies. • Clustering of students based on the adopted strategies led to 5 student profiles. • The identified strategy-based student profiles differed in their exam scores. • Students tend to change the adopted strategies and move towards less effective ones.
Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success
Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations
Student evaluation of teaching (SET) is now common practice across higher education, with the results used for both course improvement and quality assurance purposes. While much research has examined the validity of SETs for measuring teaching quality, few studies have investigated the factors that influence student participation in the SET process. This study aimed to address this deficit through the analysis of an SET respondent pool at a large…
Social capital from online discussion forums: Differences between online and blended modes of delivery
This study explored the concept of social capital in higher education contexts by investigating student discussion forum activity and academic performance. To address these aims online discussion forum logs, student marks and teaching delivery method (blended or fully online) data were extracted from the universities learning management system (LMS). Student social network centrality measures were then calculated from the course discussion activi…
Let’s not forget: Learning analytics are about learning
Informing Pedagogical Action: Aligning Learning Analytics With Learning Design
This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents learning design as a form of documentation of pedagogical intent that can provide the context for making sense of diverse sets of analytic data. We investigate …
Introduction to the Special Issue on Learning Analytics
This introduction to the special issue on learning analytics provides an overview of the area, acknowledging the research traditions it emerges from, such as computer-supported collaborative learning, academic analytics, and educational data mining, and the way the field aims to bridge from technological innovation to learning purposes. The introduction provides examples of areas and educational stakeholders who are served by and can benefit from…
Using social network metrics to assess the effectiveness of broad based admission practices
Notions of what it is to be knowledgeable and skilled in one's profession have evolved in recent decades. For instance, medical practitioners are expected to think critically and creatively, communicate effectively, and to be a professional and community leader. While these attributes have always been well regarded, it is only relatively recently that higher education institutions are actively incorporating these skills and attributes into studen…
Let’s not forget: Learning analytics are about learning
The impact of institutional surveillance technologies on student behaviour
Contemporary education institutions are increasingly investing fiscal and human resources to further develop their online infrastructure in order to enhance flexible learning options and the overall student learning experience. Coinciding with the implementation of these technologies has been the centralisation of data and the emergence of online activities that have afforded the capacity for more intimate modes of surveillance by both the instit…
Introduction to the Special Issue on Learning Analytics
This introduction to the special issue on learning analytics provides an overview of the area, acknowledging the research traditions it emerges from, such as computer-supported collaborative learning, academic analytics, and educational data mining, and the way the field aims to bridge from technological innovation to learning purposes. The introduction provides examples of areas and educational stakeholders who are served by and can benefit from…
The impact of institutional surveillance technologies on student behaviour
Contemporary education institutions are increasingly investing fiscal and human resources to further develop their online infrastructure in order to enhance flexible learning options and the overall student learning experience. Coinciding with the implementation of these technologies has been the centralisation of data and the emergence of online activities that have afforded the capacity for more intimate modes of surveillance by both the instit…
Online forum discussion interactions as an indicator of student community
Given the current diversity of communication tools at an educator's disposal, what role (if any) does the discussion forum play in the development of a strong sense of community among students? This study sought to investigate the relationship between discussion forum interaction and perceived student sense of community. The results of the study demonstrate that while mere quantity of discussion forum postings is not an indicator of community dev…
Mining LMS data to develop an “early warning system” for educators: A proof of concept
Using social network metrics to assess the effectiveness of broad based admission practices
Notions of what it is to be knowledgeable and skilled in one's profession have evolved in recent decades. For instance, medical practitioners are expected to think critically and creatively, communicate effectively, and to be a professional and community leader. While these attributes have always been well regarded, it is only relatively recently that higher education institutions are actively incorporating these skills and attributes into studen…
Measuring creative potential: Using social network analysis to monitor a learners' creative capacity
Despite the burgeoning rhetoric from political, social and educational commentators regarding creativity and learning and teaching, there is a paucity of scalable and measurable examples of creativity-centric pedagogical practice. This paper makes an argument for the application of social network visualisations to inform and support creativity-enabling pedagogical practice. This paper first describes social networks and how they relate to creativ…
Informing Pedagogical Action: Aligning Learning Analytics With Learning Design
This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents learning design as a form of documentation of pedagogical intent that can provide the context for making sense of diverse sets of analytic data. We investigate …
Introduction to the Special Issue on Learning Analytics
This introduction to the special issue on learning analytics provides an overview of the area, acknowledging the research traditions it emerges from, such as computer-supported collaborative learning, academic analytics, and educational data mining, and the way the field aims to bridge from technological innovation to learning purposes. The introduction provides examples of areas and educational stakeholders who are served by and can benefit from…
Let’s not forget: Learning analytics are about learning
Social capital from online discussion forums: Differences between online and blended modes of delivery
This study explored the concept of social capital in higher education contexts by investigating student discussion forum activity and academic performance. To address these aims online discussion forum logs, student marks and teaching delivery method (blended or fully online) data were extracted from the universities learning management system (LMS). Student social network centrality measures were then calculated from the course discussion activi…
Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success
Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations
Student evaluation of teaching (SET) is now common practice across higher education, with the results used for both course improvement and quality assurance purposes. While much research has examined the validity of SETs for measuring teaching quality, few studies have investigated the factors that influence student participation in the SET process. This study aimed to address this deficit through the analysis of an SET respondent pool at a large…
Learning analytics to unveil learning strategies in a flipped classroom
The study examined trace data to identify learning strategies in a flipped classroom. • Clustering of students' learning sequences revealed 4 learning strategies. • Clustering of students based on the adopted strategies led to 5 student profiles. • The identified strategy-based student profiles differed in their exam scores. • Students tend to change the adopted strategies and move towards less effective ones.
Identifying engagement patterns with video annotation activities: A case study in professional development
The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage w…
Using learning analytics to scale the provision of personalised feedback
There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they crea…
Differences in forum communication of residents and visitors in Moocs
Facilitation of social interactions in Massive Open Online Courses can benefit from conceptualizing forum sub-populations through a networked lens. Such a lens implies that forum interactions represent a network of learners with heterogeneous levels of commitment to forum activity. A networked lens helps capture forum communities, so-called forum residents, as well as the rest of the crowd, also known as forum visitors. The current study empirica…
Students’ sense-making of personalised feedback based on learning analytics
Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students’ sense-making of learning analytics–based personalised feedback across four courses. Results from a combination of themat…
Assessing program-level learning strategies in Moocs
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: An exploratory study of four courses
Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students’ sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic networ…
Grade-based similarity prevails in online course forums at scale
Advancing theory in the age of artificial intelligence
Exploring the relationship between personalized feedback models, learning design and assessment outcomes
The increasing use of technology in education has brought new opportunities for the systematic collection of student data. Analyzing technology-mediated trace data, for example, has enabled researchers to bring new insights into student learning processes and the factors involved to support learning and teaching. However, many of these learning analytic studies have drawn conclusions from limited data sets that are derived from a single course or…
The application of curriculum analytics for improving assessments and quality assurance in higher education
Curriculum mapping is a necessary process for establishing evidence of where learning outcomes are taught and assessed in higher education programmes. Mapping ensures the credibility of the institution and programme offerings and provides students with a clear understanding of what they can expect to learn and achieve during their academic studies. Well-mapped curricula that reference relevant standards and articulate aligned assessments are foun…
Perceptions and perspectives of Australian school leaders on the integration of artificial intelligence in schools
The integration of AI in education has the potential to significantly transform teaching and learning. However, the successful adoption of AI is heavily reliant on the actions and perspectives of school leaders. As schools increasingly incorporate AI into their classrooms, it is essential to understand how education leaders perceive this technology and the factors that influence their decision-making around its implementation. This study explores…
A study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context
Students often enter second year without the necessary self-regulated learning skills to be independent learners. This occurs at a time of diminishing institutional support services when compared to their first-year experience and can lead to a decline in motivation and academic performance. Prior research on the motivational beliefs and behaviours of second-year students remains largely unexplored within higher education literature. This paper a…
Advancing Holistic Decision‐Making Systems in Schools: Insights From Academic Research and Practical Applications
Computer Science (24 works) · Psychology (23 works) · Online Learning and Analytics (21 works) · Mathematics education (16 works) · Online and Blended Learning (13 works) · Pedagogy (12 works) · Analytics (11 works) · Learning analytics (11 works) · Data science (10 works) · Higher education (10 works)