Reflective teaching practice: A case study on the use of learning analytics to inform learning design in a large first year course.

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dc.contributor.author Leichtweis, S en
dc.contributor.author Blumenstein, Marion en
dc.contributor.author McConnell, Thomas en
dc.coverage.spatial Singapore en
dc.date.accessioned 2020-01-12T22:37:41Z en
dc.date.issued 2019-12 en
dc.identifier.uri http://hdl.handle.net/2292/49565 en
dc.description.abstract The greater reliance on technology-enhanced learning (TEL) within higher education has led to increasing interest and opportunity for the collection and analysis of data created by students linked to their online learning activity and engagement. The hope of predicting student success has driven the field of learning analytics (LA), which has been touted as a game-changer for higher education. To date, most of the research has focused on improving student outcomes and retention but few have considered the impact of the use of LA by teachers on their own teaching practice. For this study, we have analysed interview data from teachers using OnTask, an LA tool used to send personalised messages to students at scale based on course engagement data. One interview theme highlighted the use of LA as an enabler of reflective teaching practice. In this poster, we explore how the use of this tool over several years has resulted in positive changes to course design, delivery and greater awareness of the needs of students. en
dc.relation.ispartof ASCILITE 2019: 36th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Reflective teaching practice: A case study on the use of learning analytics to inform learning design in a large first year course. en
dc.type Conference Item en
dc.rights.holder Copyright: The author en
pubs.author-url https://2019conference.ascilite.org/programme.html en
pubs.finish-date 2019-12-09 en
pubs.start-date 2019-12-02 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Abstract en
pubs.elements-id 786196 en
pubs.org-id Business and Economics en
pubs.org-id Commercial Law en
pubs.org-id Science en
pubs.org-id Science Admin en
pubs.record-created-at-source-date 2019-11-19 en


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