ERIC Number: EJ1254093
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Seeing Students at Scale: How Faculty in Large Lecture Courses Act upon Learning Analytics Dashboard Data
Teaching in Higher Education, v25 n4 p384-400 2020
Despite their increasingly widespread adoption in post-secondary education, scholars and practitioners know very little about the impact of digital data displays on instructors' sense-making and academic planning. In this manuscript, I report the results of comparative case studies of five different introductory physics instructors at three institutions who used data dashboards as part of an active learning approach called 'Peer Instruction'. Instructors expressed frustration with the ways that data displays undermined their existing pedagogical strategies. They were stymied by a lack of clarity on how data is assembled and imbued with meaning, which limited their own sensemaking about the data. They also expressed concerns about how the dashboards facilitated data collection about their instructional planning and decision-making.
Descriptors: College Faculty, Learning Analytics, Introductory Courses, Physics, Science Instruction, Data Use, Active Learning, Peer Teaching, Teacher Attitudes, Data Collection, Decision Making, Undergraduate Study
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A