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Team interactions with learning analytics dashboards
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DOI：10.1016/j.compedu.2022.104514.png)
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摘要
En 中文
Student-facing visualisations have attracted increased attention with recent developments in data-driven tools to support individual and group work. Learning analytics dashboards (LADs), a data-enhanced feedback tool that allows students to make sense of their learning by providing insights into their learning behaviours represents one of the prominent examples of this trend. While these visualisation tools are increasingly used to study and enhance students' learning in academic contexts, current research is limited regarding the effects of the LADs in K-12 environments. There is a missed opportunity to empower teams and allow instructors and researchers to understand how teams use the LAD to regulate their learning. In this study, we developed a K12 LAD for supporting students' collaborative work and evaluated with respect to students' perceived usefulness of the proposed LAD and the association between its use and course performance. The study followed a mixed-methods approach, combining quantitative analysis of log data from the dashboard and qualitative analysis of students' perceptions using surveys and focus groups. Our results show that different roles within teams have distinguished engagement patterns with the LAD and that the tool improves the collaborative learning experience. We postulate that the implications of this study will aid future research work when investigating the behaviours of teams and optimising their learning using LADs.
Keyword:
K-12
Collaboration
Dashboard
Learning analytics
Blended learning
期刊
C
IF:
10.5
论文数:
5.0K
被引数:
2.9W
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