Abstract:This paper explores the affordances and constraints of STEM faculty members’ instructional data-use practices and how they engage students (or not) in reflection around their own learning data. We found faculty used a wide variety of instructional data-use practices. We also found several constraints that influenced their instructional data-use practices, including perceived lack of time, standardized curriculum and assessments predetermined in scope and sequence, and a perceived lack of confidence and compete… Show more
New methodologies, contexts, and technologies are generating a lot of interest in the field of higher education, and this Special Issue intends to address the current research and trends in all dimensions of higher education [...]
New methodologies, contexts, and technologies are generating a lot of interest in the field of higher education, and this Special Issue intends to address the current research and trends in all dimensions of higher education [...]
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