Learning Analytics to Support Teachers During Synchronous CSCL : Balancing Between Overview and Overload

@inproceedings{vanLeeuwen2015LearningAT,
  title={Learning Analytics to Support Teachers During Synchronous CSCL : Balancing Between Overview and Overload},
  author={A. vanLeeuwen},
  year={2015}
}
  • A. vanLeeuwen
  • Published 2015
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… CONTINUE READING

References

Publications referenced by this paper.
Showing 1-10 of 42 references

Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review

C. Kaendler, M. Wiedmann, N. Rummel, H. Spada
Educational Psychology Review. Online preprint • 2014
View 5 Excerpts
Highly Influenced

E-moderation of synchronous discussions in educational settings: A nascent practice

B. B. Schwarz, C. S. Asterhan
Journal of the Learning Sciences, • 2011
View 6 Excerpts
Highly Influenced

Changing “course”: Reconceptualizing

J. De Boer, A. D. Ho, G. S. Stump, L. Breslow
2014

Similar Papers

Loading similar papers…