Adopting Learning Analytics to Inform Postgraduate Curriculum Design - Inria - Institut national de recherche en sciences et technologies du numérique Accéder directement au contenu
Communication Dans Un Congrès Année : 2020

Adopting Learning Analytics to Inform Postgraduate Curriculum Design

Résumé

Understanding students’ sentiment is valuable to understanding the changes that could or should be made in curriculum design at third level. Learning analytics has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of learning analytics to support teacher inquiry. This study captures sentiment of postgraduate students by integrating learning analytics with the steps of teacher inquiry. This study makes two important contributions to teaching and learning literature. First, it reports on the use of learning analytics to support teacher inquiry over three iterations of a business analytics programme between 2016 and 2019. Second, evidence-based recommendations on how to optimise learning analytics to support teacher inquiry are provided.
Fichier principal
Vignette du fichier
497052_1_En_20_Chapter.pdf (432.86 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)

Dates et versions

hal-03701770 , version 1 (22-06-2022)

Licence

Paternité

Identifiants

Citer

Denis Dennehy, Kieran Conboy, Jaganath Babu, Johannes Schneider, Joshua Handali, et al.. Adopting Learning Analytics to Inform Postgraduate Curriculum Design. International Working Conference on Transfer and Diffusion of IT (TDIT), Dec 2020, Tiruchirappalli, India. pp.218-230, ⟨10.1007/978-3-030-64849-7_20⟩. ⟨hal-03701770⟩
22 Consultations
37 Téléchargements

Altmetric

Partager

Gmail Facebook X LinkedIn More