Abstract
The delivery of feedback to students through learning analytics dashboards is becoming more common in higher education. However, it is not clear what ability students have to interpret this feedback in ways that will benefit their learning. This paper presents the preliminary results of a mixed methods study into students' interpretation of feedback delivered through learning analytics dashboards and the influence this feedback has on students' self-regulated learning. The findings from a preliminary analysis of the data from the first two phases will be discussed and the future phases of the research outlined. The outcomes of this research provide new insights into how dashboards can be designed to provide effective feedback in blended learning environments.
| Original language | English |
|---|---|
| Pages | 629-633 |
| Number of pages | 5 |
| Publication status | Published - 2014 |
| Externally published | Yes |
| Event | Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2014 - Dunedin, New Zealand Duration: 23 Nov 2014 → 26 Nov 2014 Conference number: 31st http://ascilite.org/conferences/dunedin2014/ (Conference website) http://ascilite.org/conferences/dunedin2014/proceedings/index.html (Conference Proceedings) |
Conference
| Conference | Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education 2014 |
|---|---|
| Abbreviated title | ASCILITE 2014 |
| Country/Territory | New Zealand |
| City | Dunedin |
| Period | 23/11/14 → 26/11/14 |
| Internet address |
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Keywords
- Feedback
- Learning analytics
- Motivation
- Self-regulated learning
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