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dc.rights.licenseAttribution 4.0 International*
dc.contributor.authorARRIARAN OLALDE, IÑIGO
dc.contributor.authorIpiña, Nagore
dc.date.accessioned2020-09-14T10:51:37Z
dc.date.available2020-09-14T10:51:37Z
dc.date.issued2020
dc.identifier.issn1613-0073en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=159818en
dc.identifier.urihttp://hdl.handle.net/20.500.11984/1820
dc.description.abstractThe number of students enrolled in online higher education courses is increasing, and as a result, more data on their learning process is being generated. By exploring this student behavior data through learning analytics, both student and teacher can be provided with process-oriented feedback in the form of dashboards. However, little is known about the typology of relevant feedback in the dashboard to different learning objectives, students and teachers. Although most dashboards and the feedback they provide are based solely on student performance indicators, research shows that such feedback is not sufficient. This article attempts to define a conceptual model that visualizes the relationships between the design of a Learning Analytics Dashboard (LAD) and the concepts of learning science in order to provide process-oriented feedback that supports the regulation of learning. The aim of the work is not to propose a specific design of the LAD to provide feedback, but rather a conceptual framework for the choice of concepts for that design, and therefore to help understand future data needs as a basis for the educational feedback of the dashboards. As a conclusion of our research, we can say that having LADs adapted to any profile (student, teacher, etc.) can improve decision-making processes by showing each user the information that interests them most in the way that best enables them to understand it.en
dc.language.isoengen
dc.publisherCEUR Workshop Proceedingsen
dc.rights© 2020 for the individual papers by the papers' authorsen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectLearning analytics dashboardsen
dc.subjectProcess-oriented feedbacken
dc.subjectLearning sciencesen
dc.titleConceptual framework for process-oriented feedback through Learning Analytics Dashboardsen
dc.typeinfo:eu-repo/semantics/conferenceObjecten
dcterms.accessRightsinfo:eu-repo/semantics/openAccessen
dcterms.sourceLASI-SPAIN 2020 : Learning Analytics Summer Institute Spain 2020: Learning Analytics. Time for Adoption?en
dc.description.versioninfo:eu-repo/semantics/publishedVersionen
local.contributor.groupBerrikuntza eta esku-hartzea gizarte kulturanitz eta eleanitzetaneu
local.description.peerreviewedfalseen
local.description.publicationfirstpage73en
local.description.publicationlastpage80en
local.source.detailsA. Martínez-Monés, A. Álvarez, M. Caeiro-Rodríguez & Y. Dimitriadis (eds.). pp. 73-80. CEUR Workshop Proceedings, vol. 2671en


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Except where otherwise noted, this item's license is described as Attribution 4.0 International