In Search of Alignment between Learning Analytics and Learning Design
A Multiple Case Study in a Higher Education Institution
Bibliographic Data
| ID | 22046342 |
|---|---|
| Authors | Lisa-Angelique Lim (0000-0002-3517-8269, University of Technology Sydney, corresponding author), Amara Atif (0000-0003-0381-0343, University of Technology Sydney), Keith Heggart (0000-0003-2331-1234, University of Technology Sydney), Nicole C Sutton (0000-0002-4413-3003, University of Technology Sydney) |
| Year | 2023 |
| Volume | 13 |
| Issue | 11 |
| Pages | 1114 |
| Publication date | 2023-11-06 |
| 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/educsci13111114 |
| OpenAlex | W4388424217 |
| Language | EN |
| References cited | 29 |
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 system to align LA and LD within their unique contexts, with the goal of delivering personalized feedback and tailored support. A notable finding from these cases is that instructors successfully aligned LA with LD for personalized feedback through checkpoint analytics in highly structured courses. Moreover, they relied on checkpoint analytics as an evaluation mechanism for evaluating impact. Importantly, students perceived a stronger sense of instructors’ support, reinforcing previous findings on the effectiveness of personalized feedback. This study contributes essential empirical insights to the intersection of learning analytics and learning design, shedding light on practical ways educators align LA and LD for personalized feedback and support
Analytics · Cooperative learning · Data science · Institution · Instructional design · Knowledge management · Learning analytics · Mathematics education · Multimedia · Open learning · Personalized Learning · Self-regulated learning · Teaching method · Computer Science · E-Learning and Knowledge Management · Online Learning and Analytics · Psychology · Artificial Intelligence
Supporting Learners' Agentic Engagement With Feedback
The feedback triangle and the enhancement of dialogic feedback processes
Learning Analytics for Learning Design
Using learning analytics to scale the provision of personalised feedback
Formative assessment and the design of instructional systems
Connecting the dots – A literature review on learning analytics indicators from a learning design perspective
Students’ sense-making of personalised feedback based on learning analytics
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback
Exploring the relationship between personalized feedback models, learning design and assessment outcomes
Let’s not forget
Formative assessment and self-regulated learning
Informing Pedagogical Action
| Citation velocity | historical |
|---|---|
| Highly cited | No |