Teachers as Producers of Data Analytics: A Case Study of a Teacher-Focused Educational Data Science Program

Autor/inn/en	McCoy, Chase; Shih, Patrick C.
Titel	Teachers as Producers of Data Analytics: A Case Study of a Teacher-Focused Educational Data Science Program
Quelle	In: Journal of Learning Analytics, 3 (2016) 3, S.193-214 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Case Studies; Semi Structured Interviews; Educational Research; Data Collection; Data Analysis; Educational Technology; Integrated Learning Systems; Technology Uses in Education; College Faculty; Higher Education; Educational Assessment; Statistics + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; assessment; Bewertungssystem; Statistik
Abstract	Educational data science (EDS) is an emerging, interdisciplinary research domain that seeks to improve educational assessment, teaching, and student learning through data analytics. Teachers have been portrayed in the EDS literature as users of pre-constructed data dashboards in educational technologies, with little consideration given to them as active producers of data analytics. This article presents the case study results of an EDS program at a large university in Midwestern U.S.A. in which faculty and instructors were provided with access to institutional data and data analytics technologies in order to explore questions related to their classroom and departmental environments. Semi-structured interviews of program participants were conducted to examine the participants' experiences as practitioner researchers in EDS. The analysis showed that participants were motivated to participate to improve their learning and educational environments through data analytics, as opposed to developing a research agenda in EDS; that participants experienced a range of barriers related to data literacy; and that participant community support in addition to administrative support are vital to teacher-focused EDS programs. This study adds to a small but growing body of research in EDS that considers teachers as producers and not just consumers of data analytics. (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