skip to main content
10.1145/3636555.3636932acmotherconferencesArticle/Chapter ViewAbstractPublication PageslakConference Proceedingsconference-collections
short-paper

Needs Analysis of Learning Analytics Dashboard for College Teacher Online Professional Learning in an International Training Initiative for the Global South

Published: 18 March 2024 Publication History

Abstract

Online courses enable wide access to educational resources and thus provide a feasible platform for cross-regional teacher professional learning. Learning analytics dashboards (LAD) can support online learners by providing fine-grained feedback generated from learners’ interactions with platforms. Nevertheless, most studies on teacher online professional learning focus on resource-rich and technology-advanced regions, with scarce attention to the Global South. Furthermore, existing studies on LAD design mainly target students’ learning, rather than teachers’ professional learning. Therefore, it is much needed to develop LAD for teacher-learners online professional learning in the Global South. Contextualized in an international online professional training initiative, this study conducted in-depth interviews with 42 teacher-learners from 19 countries in the Global South, aiming to identify their needs for 1) support on their self-regulated learning (SRL), and 2) potential LA components in dashboards. Findings indicated that teacher-learners needed support for self-regulated learning strategies, including motivation maintenance, time management, environment structuring, help-seeking, and self-evaluation. Nine LA features were identified to design the LADs to support SRL preliminarily. This co-designed LAD study with interviewees improved our understanding on the needs of college teachers in the Global South for LA support during their online professional learning, generating practical insights into needs-driven LAD designs.

References

[1]
UNESCO. (2023). Concept note for the 2023 Global Education Monitoring Report on technology and education. Retrieved September 18, 2023, from https://www.unesco.org/gem-report/en/technology.
[2]
UNESCO-ICHEI. (2021). The digital transformation of higher education in Sub-Saharan Africa: research report. Retrieved September 18, 2023, from https://en.ichei.org/dist/index.html#/publicationDetail?nid=27&pid=8&cid=89.
[3]
Rigney, J., Dana, N. F., & Vanderhauwaert, R. (2021). Cross-country collaboration in pursuit of powerful teacher professional learning: Lessons from the European Union. Teaching and Teacher Education, 97, 103212.
[4]
Fan, Y., Jovanović, J., Saint, J., Jiang, Y., Wang, Q., & Gašević, D. (2022). Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study. Computers & Education, 178, 104404.
[5]
Littenberg-Tobias, J., Slama, R., & Reich, J. (2020). Large-scale learning for local change: The challenge of MOOCs as educator professional learning. learning, 16(17), 18.
[6]
Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers' digital learning competencies. Teaching and Teacher Education, 109, 103544.
[7]
Brennan, K., Blum-Smith, S., & Yurkofsky, M. M. (2018). From checklists to heuristics: Designing MOOCs to support teacher learning. Teachers College Record, 120(9), 1-48.
[8]
Koukis, N., & Jimoyiannis, A. (2019). MOOCS for teacher professional development: exploring teachers’ perceptions and achievements. Interactive Technology and Smart Education, 16(1), 74-91.
[9]
Ma, N., Li, Y.-M., Guo, J.-H., Laurillard, D., & Yang, M. (2022). A learning model for improving in-service teachers’ course completion in MOOCs. Interactive Learning Environments, ahead-of-print(ahead-of-print), 1–16.
[10]
Riel, J., Lawless, K. A., & Brown, S. W. (2018). Timing Matters: Approaches for Measuring and Visualizing Behaviours of Timing and Spacing of Work in Self-Paced Online Teacher Professional Development Courses. Journal of Learning Analytics, 5(1), 25-40.
[11]
Kloß, S. T. (2017). The Global South as subversive practice: Challenges and potentials of a heuristic concept. Global South, 11(2), 1-17.
[12]
Mays, T. (2022). Challenges and Opportunities for Open, Distance, and Digital Education in the Global South. Handbook of Open, Distance and Digital Education, 1-16.
[13]
United Nations (UN). (2022). Population – Our growing population. https://www.un.org/en/global-issues/population.
[14]
Nketsia, W., Opoku, M. P., Mohamed, A. H., Kumi, E. O., Twum, R., & Kyere, E. A. (2021). Preservice training amid a pandemic in Ghana: Predictors of online learning success among teachers. Frontiers in Education.
[15]
Wang, C; Ba, S; Hu, X; Shao Y. Exploring factors limiting participation in an online training program for college teachers from developing countries. Proceedings of 2023 IEEE International Conference on Advanced Learning Technologies (ICALT). 166-168.
[16]
Tannehill, D., Demirhan, G., Čaplová, P., & Avsar, Z. (2021). Continuing professional development for physical education teachers in Europe. European Physical Education Review, 27(1), 150-167. https://journals.sagepub.com/doi/full/10.1177/1356336X20931531.
[17]
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158.
[18]
Waard, I. d., & Kukulska-Hulme, A. (2019). Learners Self-directing Learning in FutureLearn MOOCs: A Learner-Centered Study. European Conference on Technology Enhanced Learning.
[19]
Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2022). Supporting self-regulated learning with learning analytics interventions–a systematic literature review. Education and Information Technologies, 1-30.
[20]
Araka, E., Maina, E., Gitonga, R., & Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018). Research and Practice in Technology Enhanced Learning, 15(1), 1-21.
[21]
Aghaei, K., Hatala, M., & Mogharrab, A. (2023). How Students’ Emotion and Motivation Changes After Viewing Dashboards with Varied Social Comparison Group: A Qualitative Study. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 663-669).
[22]
Hu, X., Ng, J. T. D., & Lei, C. U. (2021, July). Evaluation of a lightweight learning analytics tool in Moodle and edX: Preliminary results. In 2021 International Conference on Advanced Learning Technologies (ICALT) (pp. 157-159). IEEE.
[23]
Jeremy T. D. Ng, Zuo Wang, and Xiao Hu. (2022). Needs Analysis and Prototype Evaluation of Student-facing LA Dashboard for Virtual Reality Content Creation. In LAK22: 12th International Learning Analytics and Knowledge Conference (LAK22), March 21–25, 2022, Online, USA. ACM, New York, NY, USA, 7 pages.
[24]
Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-centred learning analytics. Journal of Learning Analytics, 6(2), 1-9.
[25]
Mahmoud, M., Dafoulas, G., Abd ElAziz, R., & Saleeb, N. (2020). Learning analytics stakeholders' expectations in higher education institutions: A literature review. The International Journal of Information and Learning Technology, 38(1), 33-48.
[26]
Prinsloo, P., & Kaliisa, R. (2022). Learning Analytics on the African Continent: An Emerging Research Focus and Practice. Journal of Learning Analytics, 1-18.
[27]
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational psychologist, 48(3), 135-147.
[28]
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
[29]
Anselm Strauss and Juliet M. Corbin. 1997. Grounded theory in practice. Sage.
[30]
Garrison, D. R. (2021). Purposeful and social interaction. Retrieved September 20, 2023, from http://www.thecommunityofinquiry.org/editorial30.

Cited By

View all

Index Terms

  1. Needs Analysis of Learning Analytics Dashboard for College Teacher Online Professional Learning in an International Training Initiative for the Global South

      Recommendations

      Comments

      Information & Contributors

      Information

      Published In

      cover image ACM Other conferences
      LAK '24: Proceedings of the 14th Learning Analytics and Knowledge Conference
      March 2024
      962 pages
      ISBN:9798400716188
      DOI:10.1145/3636555
      Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

      Publisher

      Association for Computing Machinery

      New York, NY, United States

      Publication History

      Published: 18 March 2024

      Permissions

      Request permissions for this article.

      Check for updates

      Qualifiers

      • Short-paper
      • Research
      • Refereed limited

      Funding Sources

      Conference

      LAK '24

      Acceptance Rates

      Overall Acceptance Rate 236 of 782 submissions, 30%

      Contributors

      Other Metrics

      Bibliometrics & Citations

      Bibliometrics

      Article Metrics

      • 0
        Total Citations
      • 78
        Total Downloads
      • Downloads (Last 12 months)78
      • Downloads (Last 6 weeks)6
      Reflects downloads up to 17 Jan 2025

      Other Metrics

      Citations

      Cited By

      View all

      View Options

      Login options

      View options

      PDF

      View or Download as a PDF file.

      PDF

      eReader

      View online with eReader.

      eReader

      HTML Format

      View this article in HTML Format.

      HTML Format

      Media

      Figures

      Other

      Tables

      Share

      Share

      Share this Publication link

      Share on social media