Lisa-Angelique Lim
Biographic Data
| ID | 8901955 |
|---|---|
| NAME | Lisa-Angelique Lim |
| GIVEN NAMES | Lisa-Angelique |
| FAMILY NAME | Lim |
| SIGNATURE | LIM L |
| AFFILIATIONS | University of Technology Sydney |
| ORCID | 0000-0002-3517-8269 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
In Search of Alignment between Learning Analytics and Learning Design
Learning design (LD) has increasingly been recognized as a significant contextual element for the interpretation and adoption of learning analytics (LA). Yet, few studies have explored how instructors integrate LA feedback into their learning designs, especially within open automated feedback (AF) systems. This research presents a multiple-case study at one higher education institution to unveil instructors’ pilot efforts in using an open AF syst…
Two sides of the same coin
Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passiv…
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback
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…
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…
Effects of experiential-based videos in multi-disciplinary learning
This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured videos of two subjects performing six variations of the SBJ. They then proceeded to analyse those videos…
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Effects of experiential-based videos in multi-disciplinary learning
This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured videos of two subjects performing six variations of the SBJ. They then proceeded to analyse those videos…
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…
Two sides of the same coin
Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students’ learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active learning strategies such as video annotations and in-video questions have the potential to shift the passiv…
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback
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…
In Search of Alignment between Learning Analytics and Learning Design
Learning design (LD) has increasingly been recognized as a significant contextual element for the interpretation and adoption of learning analytics (LA). Yet, few studies have explored how instructors integrate LA feedback into their learning designs, especially within open automated feedback (AF) systems. This research presents a multiple-case study at one higher education institution to unveil instructors’ pilot efforts in using an open AF syst…
Computer Science (5 works) · Mathematics education (5 works) · Psychology (5 works) · Analytics (3 works) · Artificial Intelligence (3 works) · Data science (3 works) · Learning analytics (3 works) · Online Learning and Analytics (3 works) · Applied Psychology (2 works) · Evaluation of Teaching Practices (2 works)