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Issues and challenges for implementing writing analytics at higher education

Bektik, Duygu (2019). Issues and challenges for implementing writing analytics at higher education. In: Ifenthaler, Dirk; Mah, Dana-Kristin and Yau, Jane Yin-Kim eds. Utilizing Learning Analytics to Support Study Success. Springer International Publishing (In Press).

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Abstract

Effective written communication is an essential skill which promotes educational success for undergraduates. One of the key requirements of good academic writing in higher education is that students must develop a critical mind, and learn how to construct sound arguments in their discipline. Writing Analytics focuses on the measurement and analysis of written texts to improve the teaching and learning of writing, and is being developed at the intersection of fields such as automated assessment, and computational linguistics. Since writing is an activity that is deeply human, its association with computational formulations is double-edged. This chapter discusses issues and challenges for implementing writing analytics in higher education through theoretical considerations that emerge from the literature review and an example application. It includes findings from empirical research conducted with academic tutors of the Open University, UK on adopting writing analytics to support their feedback processes, which reveal the preconceptions that academic tutors have had about the use of writing analytics specifically concerns centered around the privacy and ethical aspects.

Item Type: Book Section
ISBN: 3-319-64791-1, 978-3-319-64791-3
Keywords: writing analytics; discourse-centric learning analytics; academic writing; natural language processing; automated text analysis
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
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Item ID: 57056
Depositing User: Duygu Bektik
Date Deposited: 17 Oct 2018 10:38
Last Modified: 17 Jan 2019 21:03
URI: http://oro.open.ac.uk/id/eprint/57056
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