Skip to main content

Learning Analytics Beyond Traditional Classrooms: Addressing the Tensions of Cognitive and Meta-Cognitive Goals in Exercise Sessions

  • Conference paper
  • First Online:
Technology Enhanced Learning for Inclusive and Equitable Quality Education (EC-TEL 2024)

Abstract

A range of learning analytics (LA) tools have been designed and integrated into university classes to facilitate teaching and learning. However, exercise sessions, the educational setting that complements lectures with practical activities, are commonly overlooked by LA researchers and designers. Little work has focused on involving the key stakeholders, teaching assistants (TAs), and incorporating human-centered design approaches in this context. To address this gap, we conducted a qualitative study to understand TAs’ common approaches and challenges of teaching in exercise sessions, and to explore their visions for LA dashboards that could be adapted into their current practices. Our results indicated that TAs in exercise sessions held two sets of goals in supporting students’ cognitive and meta-cognitive activities, and while LA tools were seen as offering numerous potential benefits, they were also seen as introducing tensions threatened to disrupt the delicate balance of both goals.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

Notes

  1. 1.

    https://figmashort.link/bwcama.

References

  1. Banihashem, S.K., Noroozi, O., van Ginkel, S., Macfadyen, L.P., Biemans, H.J.: A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educ. Res. Rev. 37, 100489 (2022)

    Google Scholar 

  2. De Laet, T., et al.: Adoption and impact of a learning analytics dashboard supporting the advisor-student dialogue in a higher education institute in latin america. Br. J. Edu. Technol. 51(4), 1002–1018 (2020)

    Article  Google Scholar 

  3. Kaliisa, R., Dolonen, J.A.: Cada: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions. Technol. Knowl. Learn. 28(3), 937–958 (2023)

    Article  Google Scholar 

  4. Lim, L.A., et al.: What changes, and for whom? a study of the impact of learning analytics-based process feedback in a large course. Learn. Instr. 72, 101202 (2021)

    Article  Google Scholar 

  5. Liu, M., Han, S., Shao, P., Cai, Y., Pan, Z.: The current landscape of research and practice on visualizations and dashboards for learning analytics. In: Visualizations and Dashboards for Learning Analytics, pp. 23–46. Springer (2021). https://doi.org/10.1007/978-3-030-81222-5_2

  6. Mangaroska, K., Giannakos, M.: Learning analytics for learning design: a systematic literature review of analytics-driven design to enhance learning. IEEE Trans. Learn. Technol. 12(4), 516–534 (2018)

    Article  Google Scholar 

  7. Sarmiento, J.P., Wise, A.F.: Participatory and co-design of learning analytics: an initial review of the literature. In: LAK22: 12th International Learning Analytics and Knowledge Conference, pp. 535–541. ACM, Online USA (2022). https://doi.org/10.1145/3506860.3506910

  8. Verbert, K., Ochoa, X., De Croon, R., Dourado, R.A., De Laet, T.: Learning analytics dashboards: the past, the present and the future. In: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pp. 35–40. ACM, Frankfurt Germany (2020). https://doi.org/10.1145/3375462.3375504

Download references

Acknowledgements

 The study was funded by Swiss National Science Foundation (SNSF) under grant number 407740_187534.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Zhenyu Cai .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Cai, Z., Davis, R., Tormey, R., Dillenbourg, P. (2024). Learning Analytics Beyond Traditional Classrooms: Addressing the Tensions of Cognitive and Meta-Cognitive Goals in Exercise Sessions. In: Ferreira Mello, R., Rummel, N., Jivet, I., Pishtari, G., Ruipérez Valiente, J.A. (eds) Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024. Lecture Notes in Computer Science, vol 15160. Springer, Cham. https://doi.org/10.1007/978-3-031-72312-4_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-72312-4_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-72311-7

  • Online ISBN: 978-3-031-72312-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics