Your browser doesn't support javascript.
Flipped online approach with learning analytics for supporting higher education students' learning. Course feedback results
CEUR Workshop Proceedings ; 3383:101-110, 2022.
Article in English | Scopus | ID: covidwho-20243121
ABSTRACT
Using learning analytics and dispositional learning analytics in teaching is difficult. Examples of their use are required for higher educational institutions and teachers. In this paper, we present a flipped learning approach in online settings (due to COVID-19) with particular emphasis on learning analytics and dispositional learning analytics. For this, an understanding of flipped approaches (i.e., flipped classroom and flipped learning) as well as the role of technology in the teaching context is required and presented. The role of technology includes (1) a digital learning system, (2) a conferencing system, (3) the collection and use of learning analytics and dispositional learning analytics, and (4) content-specific technology. Additionally, our aim is to present students' course feedback results from quantitative research methods course practices (2020, 2021) for preservice teachers (i.e., students;N = 70). The content is highly challenging for these students, causing fear, frustration, anxiety, and boredom. Generally, the results for pedagogy were positive, but the results of students' learning perceptions were lower. Based on the approach and results, discussion with new insights is provided. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org)
Keywords
Search on Google
Collection: Databases of international organizations Database: Scopus Type of study: Prognostic study Language: English Journal: CEUR Workshop Proceedings Year: 2022 Document Type: Article

Similar

MEDLINE

...
LILACS

LIS

Search on Google
Collection: Databases of international organizations Database: Scopus Type of study: Prognostic study Language: English Journal: CEUR Workshop Proceedings Year: 2022 Document Type: Article