Learning Analytics to Support Teachers during Synchronous CSCL: Balancing between Overview and Overload

Autor/in	van Leeuwen, Anouschka
Titel	Learning Analytics to Support Teachers during Synchronous CSCL: Balancing between Overview and Overload
Quelle	In: Journal of Learning Analytics, 2 (2015) 2, S.138-162 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Data Collection; Data Analysis; Student Evaluation; Cognitive Processes; Difficulty Level; Synchronous Communication; Computer Mediated Communication; Computer Assisted Instruction; Cooperative Learning; Teacher Effectiveness; Case Studies; Intervention; Educational Diagnosis; Progress Monitoring; Teacher Role; Computer Simulation; Learning Activities; Vignettes; Information Processing; Learning Theories; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Auswertung; Schulnote; Studentische Bewertung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Case study; Fallstudie; Case Study; Pedagogical diagnostics; Pädagogische Diagnostik; Lehrerrolle; Computergrafik; Computersimulation; Lernaktivität; Informationsverarbeitung; Learning theory; Lerntheorie
Abstract	Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much research is available yet concerning how LA may support teachers to diagnose student progress and to intervene during student learning activities. There is evidence for two mechanisms, namely that LA tools can (1) aggregate information to a manageable level and thereby lower information load, and (2) increase the teacher's confidence and specificity concerning the diagnosis of the situation. By means of micro-analytic study of teachers' real-time use of LA tools, these mechanisms are further unpacked to answer the question how the mechanisms occur and how these results influence the broader field of LA. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01