Question-driven learning analytics: designing a teacher dashboard for online breakout rooms

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearch


One of the ultimate goals of several learning analytics (LA) initiatives is to close the loop and support students' and teachers' reflective practices. Although there has been a proliferation of end-user interfaces (often in the form of dashboards), various limitations have already been identified in the literature such as little account for sensemaking needs. This paper addresses these limitations by proposing a question-driven LA design approach to ensure that end-user LA interfaces explicitly address teachers' questions. We illustrate this in the context of synchronous online activities orchestrated by pairs of teachers using audio-visual and text-based tools (Zoom and Google Docs). This led to the design of an open-source monitoring tool to be used in real-time by teachers when students work collaboratively in breakout rooms, and across learning spaces.

Original languageEnglish
Title of host publicationProceedings - IEEE 21st International Conference on Advanced Learning Technologies, ICALT 2021
EditorsMaiga Chang, Nian-Shing Chen, Demetrios G Sampson, Ahmed Tlili
Place of PublicationPiscataway NJ USA
PublisherIEEE, Institute of Electrical and Electronics Engineers
Number of pages3
ISBN (Electronic)9781665441063
ISBN (Print)9781665431163
Publication statusPublished - 2021
EventIEEE International Conference on Advanced Learning Technologies 2021 - Online, Malaysia
Duration: 12 Jul 202115 Jul 2021
Conference number: 21st (Proceedings)


ConferenceIEEE International Conference on Advanced Learning Technologies 2021
Abbreviated title ICALT 2021
Internet address


  • Computer aided instruction
  • Learning management systems

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