'Instructor in action': Co‐design and evaluation of human‐centred LA‐informed feedback in MOOCs.
Background: Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed th...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3149 - 3167 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899688&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899688 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899688 179410702 180899688 180899688 10.1111/jcal.13057 180899688 ppf: 3149 ppct: 18 formats: tig: atl: 'Instructor in action': Co‐design and evaluation of human‐centred LA‐informed feedback in MOOCs. aug: au: Topali, Paraskevi Cobos, Ruth Agirre‐Uribarren, Unai Martínez‐Monés, Alejandra Villagrá‐Sobrino, Sara affil: NOLAI, National Education Lab AI, Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands sug: subj: Universal Design Conceptual Framework Feedback Online Education Human Funding Source Qualitative Studies Teachers Education Purposive Sample Multimethod Studies ab: Background: Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed that a human‐centred approach in the design of LA solutions can be beneficial. Yet, there is a scarcity of empirical studies discussing participatory approaches addressing LA for feedback in MOOCs. Paper Objectives: We report a human‐centred design, where an instructor and a tool developer employed a conceptual framework, named FeeD4Mi, to shape personalised LA‐informed feedback in a MOOC. Methods: The current study follows a qualitative interpretative approach to understand how the proposed conceptual framework FeeD4Mi served the MOOC instructor and the tool developer to design feedback interventions and re‐design an existing LA tool, respectively. Results and Conclusions: The results showed that FeeD4Mi helped the tool developer to create a contextualised LA tool, named edX‐LIMS+. edX‐LIMS+ allowed the instructor to monitor and assist struggling MOOC learners in a timely manner. Additionally, FeeD4Mi successfully guided the course instructor in designing and delivering personalised interventions. Yet, the feedback design process was perceived as time‐demanding, an issue we plan to address in our future work. Takeaways: The current study extends the existing empirical research about employing human‐centred approaches for the design of LA‐driven interventions. Moreover, this study advances the theory of scalable feedback tactics, through a conceptual framework that aims to guide MOOC instructors during the definition of feedback interventions. We envision that this research contributes to promoting participatory approaches for designing, delivering, and evaluating LA‐informed feedback interventions in authentic contexts. Lay Description: 'Instructor in Action': co‐design and evaluation of human‐centred LA‐informed feedback in MOOCs. What is known about this topic: Personalised and timely feedback in MOOCs is hindered due to massive learners' population.Learning analytics can scale feedback, but they may lack a pedagogical and contextual basis.Human‐centred design approaches can be informative for the design of LA solutions. What this paper adds: Proposal of a conceptual framework for the design of HCLA‐based feedback via in MOOCs.A MOOC instructor and a tool designer redesigned a LA dashboard upon the framework.The framework successfully guided the creation of LA‐based feedback interventions.The instructor was able to monitor and help learners struggling at course run‐time. Implications of the study findings for practitioners: We address reported gaps related to the design and provision of feedback in MOOCs.We advance the theory through a framework that guides MOOC instructors in feedback design.We report a human‐centred approach for shaping and evaluating LA‐based feedback in MOOCs. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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