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Alcock, Sarah; Aristeidou, Maria; Rienties, Bart and Kouadri Mostéfaoui, Soraya
(2023).
URL: https://www.solaresearch.org/wp-content/uploads/20...
Abstract
Learning Analytics Dashboards (LAD) research is mainly carried out in schools and higher education, whilst professional learning has often been overlooked. To address this gap, this fine-grained longitudinal study of 12 professionals over a period of five months has taken exploratory steps into the context of professional accountancy learning. It investigates perceptions and use of a static assessment LAD which incorporates data visualization and personalized written feedback, aiming to purposefully affect learning. Overall, findings demonstrate learners took a positive view of and subsequently actively used the LAD, choosing elements directly related to their needs to inform next revision steps. Learning insights which both provide an understanding of past performance and also specifically recommend how the professional learners might improve performance had the highest frequency of use. The implication for the LAD design community is LAD should include context and learner specific elements, providing personalized next step guidance.
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About
- Item ORO ID
- 88019
- Item Type
- Conference or Workshop Item
- ISBN
- 1-4503-9573-2, 978-1-4503-9573-1
- Keywords
- Learning Analytics Dashboard; professional learning; assessment; feedback; personalisation; accountancy
- Academic Unit or School
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Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Institute of Educational Technology (IET)
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM) - Related URLs
- Depositing User
- Sarah Alcock