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ERIC Number: ED564110
Record Type: Non-Journal
Publication Date: 2013
Pages: 8
Abstractor: ERIC
Reference Count: 6
Towards Automated Support for Small-Group Instruction: Using Data from an ITS to Automatically Group Students
Mendiburo, Maria; Williams, Laura; Segedy, James; Hasselbring, Ted
Society for Research on Educational Effectiveness
In this paper, the authors explore the use of learning analytics as a method for easing the cognitive demands on teachers implementing the HALF instructional model. Learning analytics has been defined as "the measurement, collection, analysis and reporting of data about learners and their contexts for the purposes of understanding and optimizing learning and the environments in which it occurs" (Vatrapu, Teplovs, & Fujita, 2011). When used in a classroom setting in conjunction with teachers, learning analytics systems leverage both the expertise of the teacher and the capabilities of the technology to synergistically optimize the learning resources available for students (Segedy, Sulcer, & Biswas, 2010). By automatically analyzing data generated as students' work through the fractions ITS, the HALF software should be able to provide the teacher with immediately actionable suggestions for effectively grouping (i) students who need remediation about related concepts, and (ii) students who have already mastered related concepts and are ready for an additional challenge. As an initial step in developing this technology, the authors report the results of a study that explored how to automate the instructional decisions made by a researcher with content expertise and in-depth knowledge of the HALF intervention program using data generated by the fractions ITS. A table and a figure are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Tennessee