Applying learning analytics dashboards based on process-oriented feedback to improve students' learning effectiveness

被引：30

作者：

Wang, Dongqing ^{[1
]}

Han, Hou ^{[2
]}

机构：

[1] South China Normal Univ, Sch Informat Technol Educ, Guangzhou, Peoples R China

[2] South China Normal Univ, Sch Chinese Language & Literature, Guangzhou, Peoples R China

来源：

JOURNAL OF COMPUTER ASSISTED LEARNING | 2021年 / 37卷 / 02期

关键词：

effective learning; learning analytics dashboard (LAD); prior knowledge; process‐ oriented feedback; ONLINE FORMATIVE ASSESSMENT; PRIOR KNOWLEDGE; HIGHER-EDUCATION; SYSTEM; ACHIEVEMENT; MOTIVATION; SEARCH; MODEL; TOOL;

D O I：

10.1111/jcal.12502

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

With the development of a technology-supported environment, it is plausible to provide rich process-oriented feedback in a timely manner. In this paper, we developed a learning analytics dashboard (LAD) based on process-oriented feedback in iTutor to offer learners their final scores, sub-scale reports, and corresponding suggestions on further learning content. We adopted a quasi-experimental design to investigate the effectiveness of the report on students' learning. Ninety-four freshman from two classes participated in this research. The two classes were divided into the LAD group and the original analytics report (OAR) based on a product-oriented feedback group. Before the experiment, all the students took the prior knowledge assessment. After a semester's instruction, all the students took the post-test of the summative assessment. Results indicated that students in the LAD group experienced better learning effectiveness than students in the OAR group. LAD based on process-oriented feedback was also effective in improving the skill learning effectiveness of the students with low-level prior knowledge.

引用

页码：487 / 499

页数：13

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