Impact of using learning analytics in asynchronous online discussions in higher education

International Journal of Educational Technology in Higher Education

Teresa Romeu Fontanillas¹  Montse Guitert Catasús¹  Juan Pedro Cerro Martínez² 

[1]Department of Psychology and Education, Open University of Catalonia, Barcelona, Spain

[2]Doctoral Programme of Education and ICT (e-Learning), Open University of Catalonia, Barcelona, Spain

关键词: Collaborative learning;    Learning analytics;    Online discussions;    Higher education;    Online learning;   

DOI  :  10.1186/s41239-020-00217-y

来源: Springer

【 摘 要 】

Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

【 授权许可】

CC BY