Teachers reported that learning analytics reports encouraged them to start interaction with students by referring to the report.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Starting interaction with students by mentioning LA report results was the most often mentioned intervention strategy, mentioned by six of seven teachers. → Anouschka van Leeuwen 2019

Evidence¶

Anouschka van Leeuwen 2019¶

Anouschka van Leeuwen. (2019). Teachers’ perceptions of the usability of learning analytics reports in a flipped university course: when and how does information become actionable knowledge? Education Tech Research Dev. https://doi.org/10.1007/s11423-018-09639-y

q2 · i? · qualitative · r2

Teacher interview data from the same qualitative study of seven teachers; Table 2 records starting interaction with students with 28 total mentions across six teachers. Teachers gave examples such as telling students "This is the image of you that I get from the report."

"A strategy for intervening mentioned more often was to start interaction with students by mentioning the results of the LA report."

Discussion¶

Related Claims¶

• Teachers' main challenge was transitioning from diagnosis to intervention, with less experienced teachers more hesitant to act on LA report information. — related
• Weekly learning analytics reports served teachers in a flipped course primarily as a diagnosis tool, mentioned by all seven teachers. — related