Students' sense-making of personalised feedback based on learning analytics

Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes....

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Bibliographic Details
Published in:Australasian Journal of Educational Technology 2020-01, Vol.36 (6), p.15-33
Main Authors: Lim, Lisa-Angelique, Dawson, Shane, Gaševic, Dragan, Joksimovic, Srecko, Fudge, Anthea, Pardo, Abelardo, Gentili, Sheridan
Format: Article
Language:English
Subjects:
Data analysis
Data Collection
Dialogs (Language)
Electronic Mail
Feedback
Foreign Countries
Goal Orientation
Higher education
Independent study
Individualized Instruction
Interpersonal Communication
Learning
Learning Analytics
Learning Processes
Learning Strategies
Network analysis
Nontraditional Students
Personalised feedback
Research Universities
Self Management
Student Attitudes
Student Motivation
Student perceptions
Students
Teacher Student Relationship
Thematic approach
Time Management
Undergraduate Students
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Summary:Although technological advances have brought about new opportunities for scaling feedback to students, there remain challenges in how such feedback is presented and interpreted. There is a need to better understand how students make sense of such feedback to adapt self-regulated learning processes. This study examined students' sense-making of learning analytics-based personalised feedback across four courses. Results from a combination of thematic analysis and epistemic network analysis show an association between student perceptions of their personalised feedback and how these map to subsequent self-described self-regulated learning processes. Most notably, the results indicate that personalised feedback, elaborated by personal messages from course instructors, helps students refine or strengthen important forethought processes of goal-setting, as well as to reduce procrastination. The results highlight the need for instructors to increase the dialogic element in personalised feedback in order to reduce defensive reactions from students who hold to their own learning strategies. This approach may prompt reflection on the suitability of students' current learning strategies and achievement of associated learning goals. [Author abstract]
ISSN:1449-5554
1449-3098
1449-5554
DOI:10.14742/ajet.6370