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Educator perspectives on learning analytics in classroom practice
The Internet and Higher Education ( IF 8.591 ) Pub Date : 2020-02-20 , DOI: 10.1016/j.iheduc.2020.100730
Antonette Shibani , Simon Knight , Simon Buckingham Shum

Failing to understand the perspectives of educators, and the constraints under which they work, is a hallmark of many educational technology innovations' failure to achieve usage in authentic contexts, and sustained adoption. Learning Analytics (LA) is no exception, and there are increasingly recognised policy and implementation challenges in higher education for educators to integrate LA into their teaching. This paper contributes a detailed analysis of interviews with educators who introduced an automated writing feedback tool in their classrooms (triangulated with student and tutor survey data), over the course of a three-year collaboration with researchers, spanning six semesters' teaching. It explains educators' motivations, implementation strategies, outcomes, and challenges when using LA in authentic practice. The paper foregrounds the views of educators to support cross-fertilization between LA research and practice, and discusses the importance of cultivating educators' and students' agency when introducing novel, student-facing LA tools.



中文翻译:

教育者对课堂实践中学习分析的观点

无法理解教育者的观点及其工作的制约因素,是许多教育技术创新未能在真实环境中实现使用和持续采用的标志。学习分析(LA)也不例外,在高等教育中,越来越多的公认的政策和实施挑战使教育工作者将LA整合到他们的教学中。本文对与教育者的访谈进行了详细的分析,这些访谈者在与研究人员的三年合作过程中(在六个学期的教学中)在教室中引入了自动写作反馈工具(与学生和导师调查数据进行了三角化)。它说明了在实际实践中使用洛杉矶时,教育工作者的动机,实施策略,成果和挑战。

更新日期:2020-02-20
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