Abstract Learning analytics (LA) is providing new methodologies that are being applied to the design and application of dashboards to support teaching and learning. However, few studies attempt to understand how instructors interact with an LA dashboard and how self-regulated learning (SRL) activities and emotions of instructors occur and co-occur in the interaction. The current study investigates ten instructors’ SRL activities and epistemic emotions by analyzing the screen capture videos and think-aloud data while they interact with an LA dashboard designed to support the online asynchronous collaboration of multiple groups. The results reveal that instructors demonstrated two ways of navigating LA dashboards, and they relied heavily on the conversation explorer feature. Instructors were mostly engaged in elaboration, monitoring, and evaluation activities and they frequently experienced confusion and enjoyment. Expert instructors were more likely to refer to their personal teaching experience and demonstrated more epistemic emotions than novice instructors. This study contributes to the literature on SRL and teacher emotions by revealing the critical role of elaboration, monitoring, evaluation, and epistemic emotions when instructors attempt to understand a LA dashboard by themselves. These findings highlight the importance of providing pedagogical assistance to teachers who are trying to navigate between group dynamics and visualizations viewed using LA dashboards.

中文翻译：

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自我调节和情绪问题：教师与学习分析仪表板交互的案例研究

摘要 学习分析 (LA) 正在提供新的方法论，这些方法论正在应用于仪表板的设计和应用以支持教学和学习。然而，很少有研究试图了解教师如何与 LA 仪表板交互，以及教师的自我调节学习 (SRL) 活动和情绪如何在交互中发生和共同发生。当前的研究通过分析屏幕截图视频和大声思考数据来调查十名教师的 SRL 活动和认知情绪，同时他们与 LA 仪表板进行交互，该仪表板旨在支持多个组的在线异步协作。结果表明，教师展示了两种导航 LA 仪表板的方法，并且他们非常依赖对话浏览器功能。教师主要从事阐述、监督、和评估活动，他们经常感到困惑和享受。与新手讲师相比，专家讲师更容易参考他们的个人教学经验并表现出更多的认知情感。本研究揭示了当教师试图自己理解 LA 仪表板时，阐述、监控、评估和认知情绪的关键作用，从而为有关 SRL 和教师情绪的文献做出贡献。这些发现强调了为试图在小组动态和使用 LA 仪表板查看的可视化之间导航的教师提供教学帮助的重要性。与新手讲师相比，专家讲师更容易参考他们的个人教学经验并表现出更多的认知情感。本研究揭示了当教师试图自己理解 LA 仪表板时，阐述、监控、评估和认知情绪的关键作用，从而为有关 SRL 和教师情绪的文献做出贡献。这些发现强调了为试图在小组动态和使用 LA 仪表板查看的可视化之间导航的教师提供教学帮助的重要性。与新手讲师相比，专家讲师更容易参考他们的个人教学经验并表现出更多的认知情感。本研究揭示了当教师试图自己理解 LA 仪表板时，阐述、监控、评估和认知情绪的关键作用，从而为有关 SRL 和教师情绪的文献做出贡献。这些发现强调了为试图在小组动态和使用 LA 仪表板查看的可视化之间导航的教师提供教学帮助的重要性。