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There is a growing interest in the research and use of automated feedback dashboards that display classroom analytics; yet little is known about the detailed processes instructors use to make sense of these tools, and to determine the impact on their teaching practices. This research was conducted at a public Midwestern university within the context of an automated classroom observation and feedback implementation project. Fifteen engineering instructors engaged in this research. The overarching goal was to investigate instructor teaching beliefs, pedagogical practices, and sensemaking processes regarding dashboard use. A grounded theory approach was used to identify categories related to instructor perceptions. Results revealed that instructor experiences inform both their present use of the dashboard and consequential future actions. A model is presented that illustrates categories included in instructor pre-use, use, and post-use of an automated feedback dashboard. An extension to this model is presented and accompanied by recommendations for a more effective future use of automated dashboards. The model’s practical implications inform both instructors and designers on effective design and use of dashboards, ultimately paving a way to improve pedagogical practices and instruction
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From Data to Actions: Unfolding Instructors’ Sense-making and Reflective Practice with Classroom Analytics
The ultimate goal of using learning analytics dashboards is to improve teaching and learning processes. Instructors that use an analytics dashboard are presented with data about their students and/or about their teaching practices. Despite growing research in analytics dashboards, little is known about how instructors make sense of the data they receive and reflect on it. Moreover, there is limited evidence on how instructors who use these dashboards take further actions and improve their pedagogical practices. My dissertation work addresses these issues by examining instructors’ sense making, reflective practice and subsequent actions taken from classroom analytics in three phases: (a) problem analysis from systematic literature review (current), (b) implementation and examination of instructors’ sense-making and reflective practice (current) and (c) human-centered approaches to co-designing instructors’ dashboards with stakeholders (current). The findings will contribute to the conceptual basis of instructors’ change of their pedagogical practices and practical implications of human-centered principles in designing effective dashboards.
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- Award ID(s):
- 2021118
- PAR ID:
- 10356601
- Date Published:
- Journal Name:
- Proceedings of 12th International Conference on Learning Analytics and Knowledge (LAK22)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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