The design, development, and implementation of student-facing learning analytics dashboards

Bodily, Robert; Ikahihifo, Tarah K.; Mackley, Benjamin; Graham, Charles R.

doi:10.1007/s12528-018-9186-0

Cited by 60 publications

(65 citation statements)

References 42 publications

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“…The findings indicate that learning dashboards can be especially effective on the enhancement of self-awareness and reflection when learners receive continuous feedback and intervention from learning experts. Another study examining the effects of dashboards is by Bodily et al (2018) Bodily et al (2018, who investigated the effects of learning dashboards, including a content and skill recommender systems for a blended chemistry course. The findings showed that 79% of university students who used the dashboard perceived positive effects, but 25% of all students never used it.…”

Section: Empirical Evidence From Learning Analytics Researchmentioning

confidence: 99%

“…The findings showed that 79% of university students who used the dashboard perceived positive effects, but 25% of all students never used it. Bodily et al (2018) concluded that meaningful feedback in digital learning environments is of crucial importance since it improves the acceptance and use of learning dashboards (Roberts et al 2017;Schumacher and Ifenthaler, 2018a).…”

Section: Empirical Evidence From Learning Analytics Researchmentioning

confidence: 99%

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Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners

Gibson

Prasse

Shimada

et al. 2020

Education Tech Research Dev

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This paper is based on (a) a literature review focussing on the impact of learning analytics on supporting learning and teaching, (b) a Delphi study involving international expert discussion on current opportunities and challenges of learning analytics as well as (c) outlining a research agenda for closing identified research gaps. Issues and challenges facing educators linked to learning analytics and current research gaps were organised into four themes, the further development of which by the expert panel, led to six strategy and action areas. The four themes are 1. development of data literacy in all stakeholders, 2. updating of guiding principles and policies of educational data, 3. standards needed for ethical practices with data quality assurance, and 4. flexible user-centred design for a variety of users of analytics, starting with learners and ensuring that learners and learning is not harmed. The strategies and actions are outcomes of the expert panel discussion and are offered as provocations to organise and focus the researcher, policymaker and practitioner dialogs needed to make progress in the field.

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Section: Empirical Evidence From Learning Analytics Researchmentioning

confidence: 99%

Section: Empirical Evidence From Learning Analytics Researchmentioning

confidence: 99%

Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners

Gibson

Prasse

Shimada

et al. 2020

Education Tech Research Dev

View full text Add to dashboard Cite

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“…Previous research has focused on the design and development of LAD and the effects of its use in educational environments, aiming to improve instructors' teaching and learners' learning. For example, in higher education, student-facing LADs have often been used to support online learning (e.g., Bodily et al, 2018;Kim et al, 2016) by visualizing students' operations on LADs during the online course. As a result, the positive effects of LADs on final scores (Kim et al, 2016), and the positive perceptions of LAD, were confirmed (Bodily et al, 2018).…”

Section: Learning Analytics Approaches For Metacognitionmentioning

confidence: 99%

Factors of the Use of Learning Analytics Dashboard That Affect Metacognition

Chen

Min²,

Goda³

et al. 2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the knowledge of cognition dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the regulation of cognition dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected knowledge of cognition, which indicated the necessity to provide more guidance or feedback to students.

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“…Therefore, object-oriented portfolios are presented to provide a dashboard for emphasizing users' cognitive skills in pedagogical blended e-learning environment [30]. The importance of student dashboard is presented by Robert Bodily et al [31] as they propose a content recommender and skills recommender dashboards and prove their suitability to be used by students. However, these authors have defined the need to motivate and support students to engage with dashboard feedback in online environments.…”

Section: Related Work: Competency-based Education and E-evaluationmentioning

confidence: 99%

Hierarchy-Based Competency Structure and Its Application in E-Evaluation

Ramanauskaitė

Slotkienė

2019

Applied Sciences

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The development of information technologies changes the learning process. The amount of publicly available data of e-learning systems allows personalized studies. Therefore, the tutor sometimes is needed for the student’s evaluation and consultation only. To ensure clear evaluation requirements and objective evaluation process, the learning material, as well as the evaluation system, must be discrete and semantically expressed. The list of mastered competencies and skills is more important to the enterprise; therefore, during the last years, the study process has concentrated on competency evaluation too. However, the current practice, when students’ competencies are summarized and expressed as one quantitative metric (score), do not express the list of students’ competencies and their level. To solve the problem, in this paper, we proposed a method for the design of competencies’ tree. The competency tree has to be formatted based on context modeling principles and analysis of Scope-Commonality-Variability. The usage of competency tree for students’ competencies’ evaluation proposes clearly defined and semantically expressed evaluation method for both human and e-learning evaluation process. This paper presents the results of the empirical experiment to adapt the proposed competency tree design and application for competencies’ e-evaluation method, based on flexibility, adaptability, and granularity of learning material.

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The design, development, and implementation of student-facing learning analytics dashboards

Cited by 60 publications

References 42 publications

Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners

Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners

Factors of the Use of Learning Analytics Dashboard That Affect Metacognition

Hierarchy-Based Competency Structure and Its Application in E-Evaluation

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