Learning Analytics
A View on the Design and Assessment of Asynchronous Online Discussions for Better Teaching Performance
Bibliographic Data
| ID | 22042893 |
|---|---|
| Authors | Lorea Fernández-Olaskoaga (University of the Basque Country), Lorea Fernández Olaskoaga (0000-0001-5059-5143, University of the Basque Country, corresponding author), Montse Guitert Catasús (0000-0001-8144-7629, Universitat Oberta de Catalunya), Teresa Romeu Fontanillas (Universitat Oberta de Catalunya), Juan Pedro Cerro Martínez (0000-0001-7328-2887, Universitat Oberta de Catalunya) |
| Year | 2023 |
| Volume | 13 |
| Issue | 10 |
| Pages | 1064 |
| Publication date | 2023-10-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13101064 |
| OpenAlex | W4387875765 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
In recent years, the impact of learning analytics has been investigated and explored in higher education contexts. This article aims to show how their application in online educational contexts is providing great support for teaching performance, especially in relation to the methodology applied, the monitoring of students’ interactions and participation, and the evaluation of activities, and how it can favor improvements in student performance and satisfaction. We therefore present the results obtained from use of the DIANA (DIAlog ANAlysis) tool designed for the research project “Use of learning analytics in digital environments: impact on the improvement of university teaching practice” (LAxDigTeach-21085GE). This study followed a mixed methodology (qualitative and quantitative) to better complement the data provided by learning analytics, given that the numerical data must be meaningful in the specific context in which they are collected. The results obtained are in line with previous research and show that the use of learning analytics have helped to improve teaching performance in relation to monitoring student interactions, participation, and evaluation, but are limited in terms of improving their performance and satisfaction. No generalized conclusions can be drawn as yet in light of the fact that the research project of which this study is a part has recently completed the pilot stage and we have only analyzed the information obtained in one of the participating subjects
Analytics · Asynchronous communication · Data science · Dialog box · Knowledge management · Learning analytics · World Wide Web · Computer Science · E-Learning and Knowledge Management · Educational Innovations and Technology · Online Learning and Analytics
Handbook of Learning Analytics
The Data Revolution
Learning analytics
Learning analytics and educational data mining
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Data frontiers and frontiers of power in (higher) education
Self-regulation and emotion matter
A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment
Educational design and networked learning
Formative self-and peer assessment for improved student learning
Datafication, dataism and dataveillance
The development of student feedback literacy
Do students value feedback? Student perceptions of tutors’ written responses
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |