Modelling Teacher Practices to Apply Learning Analytics as a Metacognitive Tool in Learning to Enhance Student Success
Modelling Teacher Practices to Apply Learning Analytics as a Metacognitive Tool in Learning to Enhance Student Success
Author(s): Rasa Greenspon, Margarita Teresevičienė, Justina NaujokaitieneSubject(s): Social Sciences, Education, Higher Education
Published by: European Distance and E-Learning Network
Keywords: Blended Learning; Case Stud; Learning Analytics; Metacognition; Moodle; Online learning; Virtual Learning Environment
Summary/Abstract: In the contemporary context, adoption of educational technologies has become inevitable. In virtual learning environments, teachers are not only exploring new ways of teaching, e.g. blended or online, but also incorporating various tools and strategies in order to facilitate the learning/teaching process. Learning analytics has received a lot of attention as it offers a support to teachers in monitoring students’ performance and making decisions regarding pedagogical approaches and techniques that would enhance learning and fulfil students’ real-time needs. In this research, a case study of university online or blended learning courses investigates the usage of learning analytics as a metacognitive tool to analyse how teaching and learning as well as learning design may be improved in order to enhance student success.
Journal: European Distance and E-Learning Network (EDEN) Conference Proceedings
- Issue Year: 2020
- Issue No: 2
- Page Range: 113-123
- Page Count: 11
- Language: English
