Applying learning analytics dashboards based on process‐oriented feedback to improve students' learning effectiveness
Dados Bibliográficos
| ID | 21499203 |
|---|---|
| Autores | Dongqing Wang (0000-0003-3369-5972, School of Information Technology in Education South China Normal University Guangzhou China), Hou Han (0000-0002-5820-3623, School of Chinese Language & Literature South China Normal University Guangzhou China, autor correspondente) |
| Ano | 2021 |
| Volume | 37 |
| Fascículo | 2 |
| Páginas | 487-499 |
| Data de publicação | 2021-04-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Computer Assisted Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.12502 |
| OpenAlex | W3094824032 |
| Idioma | EN |
| Citações recebidas | 17 |
| Referências citadas | 62 |
With the development of a technology‐supported environment, it is plausible to provide rich process‐oriented feedback in a timely manner. In this paper, we developed a learning analytics dashboard (LAD) based on process‐oriented feedback in iTutor to offer learners their final scores, sub‐scale reports, and corresponding suggestions on further learning content. We adopted a quasi‐experimental design to investigate the effectiveness of the report on students' learning. Ninety‐four freshman from two classes participated in this research. The two classes were divided into the LAD group and the original analytics report (OAR) based on a product‐oriented feedback group. Before the experiment, all the students took the prior knowledge assessment. After a semester's instruction, all the students took the post‐test of the summative assessment. Results indicated that students in the LAD group experienced better learning effectiveness than students in the OAR group. LAD based on process‐oriented feedback was also effective in improving the skill learning effectiveness of the students with low‐level prior knowledge
Analytics · Dashboard · Data science · Educational technology · Formative assessment · Learning analytics · Mathematics education · Multimedia · Summative assessment · Computer Science · E-Learning and Knowledge Management · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
Digital Dashboards for Summative Assessment and Indicators Misinterpretation
A meta-analysis on the effect of learning analytics interventions on students’ academic performance
Learning analytics based feedback and recommendations in flipped classrooms
Promoting low-achieving students’ epistemic understanding of discourse
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Deploying multimodal learning analytics models to explore the impact of digital distraction and peer learning on student performance
A systematic review of multimodal learning analytics in computer-supported collaborative learning
From Reflection to Action
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Standing on the shoulders of giants
Exploring the influence of students' perceptions of face-to-face collaboration on cognitive engagement and learning outcomes in collaborative programming
Feedback literacy matters
How Students Use Learning Analytics Dashboards in Higher Education
The Acquisition and Retention of Knowledge
Supporting Learners' Agentic Engagement With Feedback
Perceiving Learning at a Glance
Course signals at Purdue
Developing the theory of formative assessment
Improving the effectiveness of peer feedback for learning
Online formative assessment in higher education
Multimedia learning
Formative Assessment
Assessing Teaching Presence in a Computer Conferencing Context
The effects of feedback on achievement, interest and self-evaluation
Formative assessment and the design of instructional systems
Focus on Formative Feedback
Linking learning behavior analytics and learning science concepts
E-assessment of online academic courses via students' activities and perceptions
What is assessment for learning
Exploring Alternative Ways of Assessing Prior Knowledge, Its Components and Their Relation to Student Achievement
Creating Communities of Shared Practice
The Power of Feedback
Formative assessment and self-regulated learning
The Impact of the ePortfolio Tool on the Process
| Obras citantes distintas | 17 |
|---|---|
| Citações por ano | 4,25 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 17 |