The potential of learning analytics in understanding students' engagement with their assessment feedback

Mireilla Bikanga Ada, M. Stansfield

Research output: Chapter in Book/Report/Conference proceedingConference contribution

7 Citations (Scopus)
135 Downloads (Pure)

Abstract

Assessment feedback, which is an important factor in student learning development, has been a source of dissatisfaction for many years. The technology used in universities such as Gradebook does not allow the tracking of student engagement with their feedback. In general, engagement is mainly reported via observation or students' self-report. This paper presents results from using a prototype application to track students' engagement with their feedback in three studies (n=218, n=70 and n=148) involving summative and formative assessment feedback. Using digital footprinting data, it was possible to gather detailed information on students' access and engagement with their feedback.
Original languageEnglish
Title of host publication2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)
PublisherIEEE
Pages227-229
Number of pages3
ISBN (Electronic)978-1-5386-3870-5
ISBN (Print)78-1-5386-3871-2
DOIs
Publication statusPublished - 8 Aug 2017

Publication series

Name
PublisherIEEE
ISSN (Electronic)2161-377X

Keywords

  • Business
  • Education
  • Frequency measurement
  • Mobile communication
  • Monitoring
  • Prototypes
  • Tools
  • assessment feedback
  • digital footprinting
  • learning analytics
  • student engagement

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  • Cite this

    Bikanga Ada, M., & Stansfield, M. (2017). The potential of learning analytics in understanding students' engagement with their assessment feedback. In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) (pp. 227-229). IEEE. https://doi.org/10.1109/ICALT.2017.40