‘My Point of Departure for Analytics is Extreme Skepticism’: Implications Derived from An Investigation of University Teachers’ Learning Analytics Perspectives and Design Practices
Open Access
- 7 January 2021
- journal article
- research article
- Published by Springer Science and Business Media LLC in Technology, Knowledge and Learning
- Vol. 27 (2), 505-527
- https://doi.org/10.1007/s10758-020-09488-w
Abstract
No abstract availableKeywords
Funding Information
- Universitetet i Oslo
This publication has 38 references indexed in Scilit:
- Technology tools to support learning design: Implications derived from an investigation of university teachers' design practicesComputers & Education, 2015
- Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situationsBritish Journal of Educational Technology, 2014
- Development and Validation of a Learning Analytics Framework: Two Case Studies Using Support Vector MachinesTechnology, Knowledge and Learning, 2014
- AKOVIA: Automated Knowledge Visualization and AssessmentTechnology, Knowledge and Learning, 2014
- Educational Data Mining and Learning Analytics: Applications to Constructionist ResearchTechnology, Knowledge and Learning, 2014
- Learning AnalyticsAmerican Behavioral Scientist, 2013
- Informing Pedagogical ActionAmerican Behavioral Scientist, 2013
- Understanding the design context for Australian university teachers: implications for the future of learning designLearning, Media and Technology, 2011
- Developing the theory of formative assessmentEducational Assessment, Evaluation and Accountability, 2009
- A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field StudiesManagement Science, 2000