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Learning analytics considered harmful
- Journal of Asynchronous Learning Networks
, 2012
"... This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics ..."
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Cited by 3 (0 self)
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This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online courses, the community must address this issue also in the context of the potentially “harmful ” application of learning analytics.
Commons
, 2015
"... This Project Summary is brought to you for free and open access by OPUS Open Portal to University Scholarship. It has been accepted for inclusion in Capstone Projects by an authorized administrator of OPUS Open Portal to University Scholarship. For more information, please contact ..."
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This Project Summary is brought to you for free and open access by OPUS Open Portal to University Scholarship. It has been accepted for inclusion in Capstone Projects by an authorized administrator of OPUS Open Portal to University Scholarship. For more information, please contact
Academic Technologies
"... Constructs that require significant additional conceptualization within the community of inquiry model for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the CoI model by addressing this gap empirically. ..."
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Constructs that require significant additional conceptualization within the community of inquiry model for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the CoI model by addressing this gap empirically. Quantitative content analysis and social network analysis were used with online discussion transcripts to identify qualities of the discourse in student led activities. The analysis focused on the three original presences of the model (social, teaching, and cognitive presences) and learning presence, a recent addition to the model. First, frequencies of all four presences were calculated to quantify patterns in online discussions. Next, correlations were computed to investigate which presences correspond with the modes of critical thinking described in cognitive presence. Finally, students ’ positions of influence and prestige were analyzed in relation to their expressions of the four forms of presence. Findings raise questions the
Learning Presence: Additional Research on a New Conceptual Element within the Community of Inquiry (CoI) Framework
"... Abstract: This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson, Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and of ..."
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Abstract: This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson, Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element – learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades. Online learning in US higher education has exploded in recent years. Studies by the US Department of Education (Parsad & Lewis, 2008) indicate that online students generated more than 12 million course enrollment in 2007-2008 with nearly thirty percent of American college students enrolled in at least one online course (Allen & Seaman, 2010). For learners who were married with dependent children that percentage rises to one in three (Staklis, 2010). Given that today’s growth in distance higher education continues to be driven largely by developments
Does Teaching Presence Change Over Time?
"... Abstract: This paper investigates ways in which pedagogical practice or teaching presence changes over time by sharing the experiences of two instructors as they move from teaching face-to-face to teaching online within a collaborative project. A self-study methodology provides the theoretical back ..."
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Abstract: This paper investigates ways in which pedagogical practice or teaching presence changes over time by sharing the experiences of two instructors as they move from teaching face-to-face to teaching online within a collaborative project. A self-study methodology provides the theoretical background where two instructors share their stories describing their perspectives and teaching presence based on five iterations of an international online collaborative project. Reflecting on their collaborative teaching and changes in their teaching presence, resulting student outcomes, and feedback from critical friends, the authors share their learning, impact of this work on learners, educators and the educational field, and subsequent implications.
