Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses

Topali, Paraskevi; Chounta, Irene‐Angelica; Martínez‐Monés, Alejandra; Dimitriadis, Yannis

doi:10.1111/jcal.12799

Cited by 6 publications

(3 citation statements)

References 89 publications

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“…The study also showed the significant value of personalized textual messages over the use of personal LA dashboards [14]. While research highlights the impact of LA-based feedback on education, more systematic research on feedback organization and assessment is necessary [48].…”

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confidence: 89%

Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data

Martinez,

Serra,

Sundaramoorthy

et al. 2023

Education Sciences

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Research that integrates Learning Analytics (LA) with formative feedback has been shown to enhance student individual learning processes and performance. Debates on LA-based feedback highlight the need to further understand what data sources are appropriate for LA, how soon the feedback should be sent to students and how different types of feedback promote learning. This study describes an empirical case of LA-based feedback in higher education and analyzes how content-focused feedback promotes student achievement. The model combines quantitative achievement indicators with qualitative data about student learning challenges to develop feedback. Data sources include student pretest results, participation in practice exercises as well as midterm and final exam grades. In addition, in-depth interviews with high-, medium- and low-performing students are conducted to understand learning challenges. Based on their performance, students receive content-focused feedback every two weeks. The results show statistically significant improvements in final grades, in addition to a higher rate of problem-solving participation among students who receive feedback compared to their peers who opt out of the study. The contributions to the area of LA-based formative feedback are the following: (a) a model that combines quantitative with qualitative data sources to predict and understand student achievement challenges, (b) templates to design pedagogical and research-based formative feedback, (c) quantitative and qualitative positive results of the experience, (d) a documented case describing the practical implementation process.

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confidence: 89%

Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data

Martinez,

Serra,

Sundaramoorthy

et al. 2023

Education Sciences

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“…) Topali, et al, 2023 ;Kadirbergenovna, 2022;hanshan, & Wenfei, 2022 ( Alexandron, et 2022;, et al, Sha Iglesias, et al, 2022;Noroozi, et al, 2022;…”

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confidence: 99%

مراجعة الأقران (معلومين، ومجهولين) الهوية ببيئة المقررات الإلكترونية واسعة الانتشار عبر الويب MOOCs القائمة على تحليلات التعلم وأثرها على تنمية مهارات التصميم التعليمي لذوي الاحتياجات الخاصة لدى طلاب معلم الحاسب الآلي ورضاهم عن البيئة

عبد الحميد

2024

مجلة تکنولوجيا التعليم والتعلم الرقمى

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This research aimed to detected the effect of two types of peer review (known, anonymous) of identity in the environment of Massive open online courses MOOCs based on learning analytics on developing educational design skills for special needs among computer teacher students and their satisfaction with the environment, To achieve this goal, three research approaches were used: Descriptive, systems development, and experimental, The educational design of Massive open online courses based on learning analytics was done with two types of peer review (known, anonymous) according to Abdel Latif Al-Gazzar's (2014) model for educational design, and experimental design was relied upon, It is known for designing two experimental groups with pre-and postmeasurement, The research sample was selected from second-level computer teacher students, Faculty of Specific Education, Menoufia University, The sample consisted of (60) male and female students, and they were randomly divided into two equal experimental groups, The research tools were a test Pre/post achievement, the final product evaluation card, and a measure of student satisfaction with the environment, The research experiment was conducted, and the validity of the hypotheses was tested, The results revealed that there was no statistically significant difference at the level (0.05) between the average grades of the students of the first experimental groups (known peer review) and the second (anonymous peer review) in the environment of Massive open online courses based on learning analytics in the postapplication of the achievement test, the final product evaluation card for educational design skills for special needs, and the measure of satisfaction with the environment, and in light of these results A set of appropriate recommendations and proposals.

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“…It is crucial to collaborate and coordinate efforts among these parties to align objectives, policies, and resources, tackling systemic challenges together. (Langseth et al, 2023;Topali et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

School-community relationships

Olivieri

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The purpose of this Action Research Study was to investigate the relationship between high school teachers and community members. This study aimed to explore viable solutions to poor teacher-parent communication. Participants and data collected in Cycle 1 consisted of interviews with high school teachers, grades 9-12, to find out how they communicate with families and include the community in their classroom. Data collection for Cycle 2 began with two focus groups with parents to ask their perspectives on communication with the school. The action step included working collaboratively with teachers in different departments to design curriculum newsletters that shared with parents' what students were learning in the classroom. The themes identified were barriers to parent engagement, ineffective two-way communication, and fostering independence. Research findings suggest that professional development should implement strategies for teachers to better communicate with families, and opportunities should be given to both educators and parents to enhance their digital skills. The findings also indicated that the school should consider streamlining communication channels for more consistent and comprehensive communication.

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Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses

Cited by 6 publications

References 89 publications

Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data

Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data

School-community relationships

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