Utilizing Learning Analytics to Support Study Success 2019
DOI: 10.1007/978-3-319-64792-0_9
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Issues and Challenges for Implementing Writing Analytics at Higher Education

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“…Looking forward, online assessment harnesses formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments. Therefore, future research may focus on distinct features of online assessments, for instance providing semantic-rich feedback for written assignments in near real-time using natural-language processing (Bektik, 2019;Gottipati et al, 2018;Ifenthaler, 2023;Whitelock & Bektik, 2018), generating progress reports toward curricular required competences or learning outcomes including intra-individual and inter-individual comparisons (Ifenthaler at al., 2023;Lockyer et al, 2013), supporting peer-assessments focusing on specific learning outcomes or general study skills (e.g., learning strategies, time management) (Gašević et al, 2019;Gašević et al, 2017), or including pre-and reflective prompts highlighting persistence of strengths and weaknesses of specific learning events and assessment results (e.g., recurring errors, misconceptions, learning habits) (Schumacher & Ifenthaler, 2021).…”
Section: Limitations and Future Researchmentioning
confidence: 99%
“…Looking forward, online assessment harnesses formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments. Therefore, future research may focus on distinct features of online assessments, for instance providing semantic-rich feedback for written assignments in near real-time using natural-language processing (Bektik, 2019;Gottipati et al, 2018;Ifenthaler, 2023;Whitelock & Bektik, 2018), generating progress reports toward curricular required competences or learning outcomes including intra-individual and inter-individual comparisons (Ifenthaler at al., 2023;Lockyer et al, 2013), supporting peer-assessments focusing on specific learning outcomes or general study skills (e.g., learning strategies, time management) (Gašević et al, 2019;Gašević et al, 2017), or including pre-and reflective prompts highlighting persistence of strengths and weaknesses of specific learning events and assessment results (e.g., recurring errors, misconceptions, learning habits) (Schumacher & Ifenthaler, 2021).…”
Section: Limitations and Future Researchmentioning
confidence: 99%
“…Looking forward, online assessment harnesses formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments. Therefore, future research may focus on distinct features of online assessments, for instance providing semantic-rich feedback for written assignments in near real-time using natural-language processing (Bektik, 2019;Gottipati et al, 2018;Ifenthaler, 2023;Whitelock & Bektik, 2018), generating progress reports toward curricular required competences or learning outcomes including intra-individual and inter-individual comparisons (Ifenthaler at al., 2023;Lockyer et al, 2013), supporting peer-assessments focusing on specific learning outcomes or general study skills (e.g., learning strategies, time management) (Gašević et al, 2019;Gašević et al, 2017), or including pre-and reflective prompts highlighting persistence of strengths and weaknesses of specific learning events and assessment results (e.g., recurring errors, misconceptions, learning habits) (Schumacher & Ifenthaler, 2021).…”
Section: Limitations and Future Researchmentioning
confidence: 99%