2023-09-13, 09:20– (Asia/Tokyo), 4F Large Conference Room
This paper documents an evaluation of a technology-driven framework ALeRT (Assessing Learning Regularly for Timely support) that incorporated Evidence-based Teaching (EBT) approaches to enhance students’ learning by providing timely focused feedback using the learning analytics features in a learning management system (LMS).
The initiative incorporated two engineering modules involving 22 lecturers and 874 students. The aim was to systematically utilise the LMS, especially the learning analytics features, to enhance specific aspects of the learning process through timely focused feedback. Student learning data will be extracted, dissected, and specific critical data relating to students’ performance on learning tasks will be visually presented in dashboards for easy access and immediate action.
Identifying what students were learning (and not learning) resulted in teaching faculty obtaining better insight into how their students were experiencing the subject content, enabling the design and facilitation of more effective personalized and differentiated instructions to meet immediate student learning needs. The overall approach is underpinned by recognizing that good pedagogic design is fundamental to effective learning and must incorporate EBT practices and principles. Also, technology is employed to enhance key aspects of the learning process, both for enhancing efficiency in providing timely focused feedback and personalized and differentiated instruction.
The methodology followed a broad action research approach incorporating both quantitative and qualitative data on the student learning experience. The primary focus was to understand better and improve key areas of practice; in this case, how an intervention utilizing the learning analytics features in LMS and differentiated instruction could enhance student assessment and feedback in a timely manner.
The findings provided valuable insights into how students experience their learning and identified the most useful (and less useful) aspects of the instructional approach employed. For example, the importance of focused and timely feedback for enhancing learning effectiveness and efficiency was well supported in the data obtained. This included evaluating various instructional methods and tools (e.g., quizzes, videos, exit polls) on their specific impact on the feedback process. Also, the data highlighted the important impact of the lecturer, both in positive (and negative terms), on how students experienced this intervention.
This paper documents an evaluation of a technology-driven framework that provided timely focused feedback to students in real-time, using the learning analytics features in a learning management system. The initiative incorporated Evidence-based Teaching practices (e.g., what teaching methods work best and how) in the design and facilitation of the learning activities.
The methodology followed a broad action research approach incorporating both quantitative and qualitative data on the student learning experience. The findings provided valuable insights into how students experience their learning and identified the most useful (and less useful) aspects of the instructional approach and methods employed.
Evidence-Based Teaching; Learning Analytics; Assessment; Feedback; EdTech
Mark is an Academic Mentor and a Specialist (Teaching & Learning) at the School of Electrical and Electronic Engineering, Singapore Polytechnic.