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Student teachers' perceptions of using learning analytics in a blended learning context

Elise Ameloot UGent and Tammy Schellens UGent (2018) In INTED 2018 Proceedings p.4508-4516
abstract
Although blended learning has many opportunities for flexible learning, it also includes challenges. One of the major challenges is to keep students motivated. An opportunity often overlooked by educational scientists is the vast amount of data generated by learning management systems, or summarised in one word: Learning Analytics (LA). LA could be used to promote students’ motivation by providing teachers insight into students’ learning activities within a blended learning context. However, this research field is still underdeveloped. Little is known about students’ perceptions of LA, but this information is fundamental to design supportive LA interventions. Therefore, in a first phase, this study aims to investigate how motivated student teachers are in a blended learning context. Following self-determination theory, this study examines whether the student teachers’ basic needs are fulfilled. In a subsequent second phase, the student teachers’ perceptions of a hypothetical use of LA are explored. In December 2016, a study was conducted in a blended learning setting in teacher education. The results indicate that student teachers’ basic needs are not fulfilled. The second major finding suggests that student teachers have different opinions about the use of LA, and overall that the majority of the student teachers is not convinced about the added value. Yet, these perceptions are based on a hypothetical use of LA and not on student teachers’ own experiences. Future research should investigate what student teachers’ perceptions are after a LA intervention is conducted in the blended learning setting, and whether this intervention can give appropriate input to the teacher enabling him or her to better accommodate students’ basic needs.
Please use this url to cite or link to this publication:
author
organization
year
type
conference (other)
publication status
published
keyword
Learning Analytics, Blended Learning, Self-Determination Theory
series title
INTED 2018 Proceedings
pages
4508 - 4516
place of publication
Valencia, SPAIN
conference name
12th International Technology, Education and Development Conference
conference location
Valencia, SPAIN
conference start
2018-03-05
conference end
2018-03-07
ISBN
978-84-697-9480-7
DOI
10.21125/inted.2018.0879
language
English
UGent publication?
yes
classification
C1
copyright statement
I don't know the status of the copyright for this publication
id
8557012
handle
http://hdl.handle.net/1854/LU-8557012
date created
2018-03-22 13:38:26
date last changed
2018-05-14 08:58:50
@inproceedings{8557012,
  abstract     = {Although blended learning has many opportunities for flexible learning, it also includes challenges.
One of the major challenges is to keep students motivated. An opportunity often overlooked by
educational scientists is the vast amount of data generated by learning management systems, or
summarised in one word: Learning Analytics (LA). LA could be used to promote students{\textquoteright} motivation
by providing teachers insight into students{\textquoteright} learning activities within a blended learning context.
However, this research field is still underdeveloped. Little is known about students{\textquoteright} perceptions of LA,
but this information is fundamental to design supportive LA interventions. Therefore, in a first phase,
this study aims to investigate how motivated student teachers are in a blended learning context.
Following self-determination theory, this study examines whether the student teachers{\textquoteright} basic needs
are fulfilled. In a subsequent second phase, the student teachers{\textquoteright} perceptions of a hypothetical use of
LA are explored. In December 2016, a study was conducted in a blended learning setting in teacher
education. The results indicate that student teachers{\textquoteright} basic needs are not fulfilled. The second major
finding suggests that student teachers have different opinions about the use of LA, and overall that the
majority of the student teachers is not convinced about the added value. Yet, these perceptions are
based on a hypothetical use of LA and not on student teachers{\textquoteright} own experiences. Future research
should investigate what student teachers{\textquoteright} perceptions are after a LA intervention is conducted in the
blended learning setting, and whether this intervention can give appropriate input to the teacher
enabling him or her to better accommodate students{\textquoteright} basic needs.},
  author       = {Ameloot, Elise and Schellens, Tammy},
  isbn         = {978-84-697-9480-7},
  keyword      = {Learning Analytics,Blended Learning,Self-Determination Theory},
  language     = {eng},
  location     = {Valencia, SPAIN},
  pages        = {4508--4516},
  title        = {Student teachers' perceptions of using learning analytics in a blended learning context},
  url          = {http://dx.doi.org/10.21125/inted.2018.0879},
  year         = {2018},
}

Chicago
Ameloot, Elise, and Tammy Schellens. 2018. “Student Teachers’ Perceptions of Using Learning Analytics in a Blended Learning Context.” In , 4508–4516. Valencia, SPAIN.
APA
Ameloot, E., & Schellens, T. (2018). Student teachers’ perceptions of using learning analytics in a blended learning context (pp. 4508–4516). Presented at the 12th International Technology, Education and Development Conference, Valencia, SPAIN.
Vancouver
1.
Ameloot E, Schellens T. Student teachers’ perceptions of using learning analytics in a blended learning context. Valencia, SPAIN; 2018. p. 4508–16.
MLA
Ameloot, Elise, and Tammy Schellens. “Student Teachers’ Perceptions of Using Learning Analytics in a Blended Learning Context.” Valencia, SPAIN, 2018. 4508–4516. Print.