Handbook of Learning Analytics
Chapter 13
Teacher and Student Facing Learning Analytics
Anouschka van Leeuwen, Stephanie D. Teasley, & Alyssa Friend Wise
Abstract
Learning analytics systems are increasingly being designed for and implemented in classroom teaching and learning in K-12 and post-secondary contexts. For analytics to play a constructive role, it is important to consider how they are being used by teachers and students and how they can be designed to enhance and complement human decision making. In this chapter, we first discuss issues that teachers and students face in the sensemaking of learning analytics systems as well as in the subsequent phase of acting on the information provided by such systems. We then discuss the following aspects for teacher facing and then student facing analytics: (a) theoretical models underlying analytics use; (b) ways analytic systems have been designed and implemented; (c) evidence of impact the systems have had on teaching and learning. The chapter ends with an overarching discussion of challenges that concern both teacher and student facing analytics and introduces the possibilities for co-design of analytics systems to address some of these challenges.
Aguilar, Stephen J., Caitlin Holman, and Barry J. Fishman. 2015. “Game-Inspired Design” 13 (1): 44–70. https://doi.org/10.1177/1555412015600305.
Ahn, June, Fabio Campos, Maria Hays, and Daniela Digiacomo. 2019. “Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design” 6 (2). https://doi.org/10.18608/jla.2019.62.5.
Alavi, Hamed S., and Pierre Dillenbourg. 2012. “An Ambient Awareness Tool for Supporting Supervised Collaborative Problem Solving” 5 (3): 264–74. https://doi.org/10.1109/tlt.2012.7.
Beheshitha, Sanam Shirazi, Marek Hatala, Dragan Gašević, and Srećko Joksimović. 2016. “The Role of Achievement Goal Orientations When Studying Effect of Learning Analytics Visualizations.” In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 54–63.
Bodemer, Daniel, Jeroen Janssen, and Lenka Schnaubert. 2018. “Group Awareness Tools for Computer-Supported Collaborative Learning.” In International Handbook of the Learning Sciences, 351–58. Routledge. https://doi.org/10.4324/9781315617572-34.
Bodily, Robert, and Katrien Verbert. 2017a. “Trends and Issues in Student-Facing Learning Analytics Reporting Systems Research.” In Proceedings of the Seventh International Learning Analytics & Knowledge Conference. ACM. https://doi.org/10.1145/3027385.3027403.
———. 2017b. “Review of Research on Student-Facing Learning Analytics Dashboards and Educational Recommender Systems.” IEEE Transactions on Learning Technologies 10 (4): 405–18. https://doi.org/10.1109/tlt.2017.2740172.
Bødker, Keld, Finn Kensing, and Jesper Simonsen. 2004. Participatory IT Design. The MIT Press. https://doi.org/10.7551/mitpress/5249.001.0001.
Booth, Melanie. 2012. “Learning Analytics: The New Black.” Educause Review 47 (4): 52–53.
Bransford, John, John D. Bransford, Ann L. Brown, and Rodney R. Cocking. 1999. How People Learn: Brain, Mind, Experience, and School. National Academies Press.
Brown, Malcolm, Mark McCormack, Jamie Reeves, D. Christopher Brook, Susan Grajek, Bryan Alexander, Maha Bali, Stephanie Bulger, Shawna Dark, and Nicole Engelbert. 2020. “2020 Educause Horizon Report Teaching and Learning Edition.” EDUCAUSE.
Butler, Deborah L., and Philip H. Winne. 1995. “Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research 65 (3): 245–81.
Casamayor, Agustin, Analia Amandi, and Marcelo Campo. 2009. “Intelligent Assistance for Teachers in Collaborative E-Learning Environments.” Computers & Education 53 (4): 1147–54. https://doi.org/10.1016/j.compedu.2009.05.025.
Chen, Weiqin. 2005. “Supporting Teachers Intervention in Collaborative Knowledge Building” 29 (2-3): 200–215. https://doi.org/10.1016/j.jnca.2005.01.001.
Clow, Doug. 2012. “The Learning Analytics Cycle: Closing the Loop Effectively.” In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, 134–38.
Cochran-Smith, Marilyn, and Susan L Lytle. 1990. “Research on Teaching and Teacher Research: The Issues That Divide.” Educational Researcher 19 (2): 2–11.
Corrin, Linda, and Paula De Barba. 2015. “How Do Students Interpret Feedback Delivered via Dashboards?” In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge, 430–31.
Dawson, Shane, Aneesha Bakharia, Lori Lockyer, and Elizabeth Heathcote. 2011. “Seeing” Networks: Visualising and Evaluating Student Learning Networks.” Australian Learning and Teaching Council, Canberra, Australia.
Deci, Edward L., and Richard M. Ryan. 2010. “Self-Determination.” The Corsini Encyclopedia of Psychology, 1–2.
Dietz-Uhler, Beth, and Janet E. Hurn. 2013. “Using Learning Analytics to Predict (and Improve) Student Success: A Faculty Perspective.” Journal of Interactive Online Learning 12 (1): 17–26.
DiSalvo, Betsy, Jason Yip, Elizabeth Bonsignore, and DiSalvo Carl. 2017. Participatory Design for Learning. Routledge.
Dixon, Felicia A, Nina Yssel, John M McConnell, and Travis Hardin. 2014. “Differentiated Instruction, Professional Development, and Teacher Efficacy.” Journal for the Education of the Gifted 37 (2): 111–27.
Dollinger, Mollie, Danny Liu, Natasha Arthars, and Jason Lodge. 2019. “Working Together in Learning Analytics Towards the Co-Creation of Value” 6 (2). https://doi.org/10.18608/jla.2019.62.2.
Donnelly, Dermot, Oliver McGarr, and John O’Reilly. 2011. “A Framework for Teachers’ Integration of ICT into Their Classroom Practice.” Computers in Education 57 (2): 1469–83. https://doi.org/10.1016/j.compedu.2011.02.014.
Eccles, Jacquelynne S., and Allan Wigfield. 2002. “Motivational Beliefs, Values, and Goals.” Annual Review of Psychology 53 (1): 109–32. https://doi.org/10.1146/annurev.psych.53.100901.135153.
Ertmer, Peggy A. 1999. “Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration.” Educational Technology Research and Development 47 (4): 47–61. https://doi.org/10.1007/bf02299597.
Ferguson, Rebecca. 2012. “Learning Analytics: Drivers, Developments and Challenges.” International Journal of Technology Enhanced Learning 4 (5-6): 304–17.
Fritz, John. 2011. “Classroom Walls That Talk: Using Online Course Activity Data of Successful Students to Raise Self-Awareness of Underperforming Peers.” The Internet and Higher Education 14 (2): 89–97.
Gašević, Dragan, Shane Dawson, and George Siemens. 2015. “Let’s Not Forget: Learning Analytics Are About Learning.” TechTrends 59 (1): 64–71.
Gerard, Libby F., and Marcia C. Linn. 2016. “Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry.” Journal of Science Teacher Education 27 (1): 111–29.
Goos, Merrilyn. 2005. “A Sociocultural Analysis of the Development of Pre-Service and Beginning Teachers’ Pedagogical Identities as Users of Technology.” Journal of Mathematics Teacher Education 8 (1): 35–59.
Hall, Gene E. 2010. “Technology’s Achilles Heel: Achieving High-Quality Implementation.” Journal of Research on Technology in Education 42 (3): 231–53.
Hatala, Marek, Sanam Shirazi Beheshitha, and Dragan Gasevic. 2016. “Associations Between Students’ Approaches to Learning and Learning Analytics Visualizations.” In LAL@ Lak, 3–10.
Holstein, Kenneth, Bruce M. McLaren, and Vincent Aleven. 2019. “Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher–Ai Complementarity.” Journal of Learning Analytics 6 (2).
Howell, Joel A., Lynne D. Roberts, Kristen Seaman, and David C. Gibson. 2018. “Are We on Our Way to Becoming a ‘Helicopter University’? Academics’ Views on Learning Analytics.” Technology, Knowledge and Learning 23 (1): 1–20.
Huberth, Madeline, Patricia Chen, Jared Tritz, and Timothy A. McKay. 2015. “Computer-Tailored Student Support in Introductory Physics.” PloS One 10 (9): e0137001.
Jivet, Ioana, Maren Scheffel, Marcus Specht, and Hendrik Drachsler. 2018. “License to Evaluate: Preparing Learning Analytics Dashboards for Educational Practice.” In Proceedings of the 8th International Conference on Learning Analytics and Knowledge, 31–40.
Kelly, Daniel Patrick, and Teomara Rutherford. 2017. “Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention.” The International Review of Research in Open and Distributed Learning 18 (4).
Khan, Imran, and Abelardo Pardo. 2016. “Data2U: Scalable Real Time Student Feedback in Active Learning Environments.” In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, 249–53.
Kia, Fatemeh Salehian, Stephanie D. Teasley, Marek Hatala, Stuart A. Karabenick, and Matthew Kay. 2020. “How Patterns of Students Dashboard Use Are Related to Their Achievement and Self-Regulatory Engagement.” In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 340–49.
Kippers, Wilma B., Christel H.D. Wolterinck, Kim Schildkamp, Cindy L. Poortman, and Adrie J. Visscher. 2018. “Teachers’ Views on the Use of Assessment for Learning and Data-Based Decision Making in Classroom Practice.” Teaching and Teacher Education 75: 199–213.
Klein, Carrie, Jaime Lester, Thien Nguyen, Abigail Justen, Huzefa Rangwala, and Aditya Johri. 2019. “Student Sensemaking of Learning Analytics Dashboard Interventions in Higher Education.” Journal of Educational Technology Systems 48 (1): 130–54.
Knoop-van Campen, Carolien A. N., Alyssa Wise, and Inge Molenaar. 2021. “The Equalizing Effect of Teacher Dashboards on Feedback in K-12 Classrooms.” Interactive Learning Environments, 1–17.
Knox, Jeremy. 2017. “Data Power in Education: Exploring Critical Awareness with the ‘Learning Analytics Report Card’.” Television & New Media 18 (8): 734–52.
Koedinger, Kenneth R., and Albert Corbett. 2006. Cognitive Tutors: Technology Bringing Learning Sciences to the Classroom. Cambridge University Press.
Leeuwen, Anouschka van, and Nikol Rummel. 2019. “Orchestration Tools to Support the Teacher During Student Collaboration: A Review.” Unterrichtswissenschaft 47 (2): 143–58.
———. 2020. “Comparing Teachers’ Use of Mirroring and Advising Dashboards.” In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 26–34.
Leeuwen, Anouschka van, Nikol Rummel, and Tamara Van Gog. 2019. “What Information Should Cscl Teacher Dashboards Provide to Help Teachers Interpret Cscl Situations?” International Journal of Computer-Supported Collaborative Learning 14 (3): 261–89.
Li, Qiujie, Yeonji Jung, and Alyssa Friend Wise. 2021. “Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors’ Sensemaking.” In LAK21: 11th International Learning Analytics and Knowledge Conference, 344–53.
Lockyer, Lori, Elizabeth Heathcote, and Shane Dawson. 2013. “Informing Pedagogical Action: Aligning Learning Analytics with Learning Design.” American Behavioral Scientist 57 (10): 1439–59.
Lonn, Steven, Stephen J. Aguilar, and Stephanie D. Teasley. 2015. “Investigating Student Motivation in the Context of a Learning Analytics Intervention During a Summer Bridge Program.” Computers in Human Behavior 47: 90–97.
Macfadyen, Leah P, and Shane Dawson. 2012. “Numbers Are Not Enough. Why E-Learning Analytics Failed to Inform an Institutional Strategic Plan.” Journal of Educational Technology Society 15 (3): 149–63.
Malmberg, Jonna, Sanna Järvelä, Hanna Järvenoja, and Ernesto Panadero. 2015. “Promoting Socially Shared Regulation of Learning in Cscl: Progress of Socially Shared Regulation Among High-and Low-Performing Groups.” Computers in Human Behavior 52: 562–72.
Mandinach, Ellen B., Margaret Honey, and Daniel Light. 2006. “A Theoretical Framework for Data-Driven Decision Making.” In Annual Meeting of the American Educational Research Association, San Francisco, ca.
Martinez-Maldonado, Roberto, Andrew Clayphan, Kalina Yacef, and Judy Kay. 2014. “MTFeedback: Providing Notifications to Enhance Teacher Awareness of Small Group Work in the Classroom.” IEEE Transactions on Learning Technologies 8 (2): 187–200.
Matcha, Wannisa, Dragan Gašević, Abelardo Pardo, and others. 2019. “A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective.” IEEE Transactions on Learning Technologies 13 (2): 226–45.
Mendicino, Michael, Leena Razzaq, and Neil T. Heffernan. 2009. “A Comparison of Traditional Homework to Computer-Supported Homework.” Journal of Research on Technology in Education 41 (3): 331–59.
Molenaar, Inge, and Carolien A. N. Knoop-van Campen. 2018. “How Teachers Make Dashboard Information Actionable.” IEEE Transactions on Learning Technologies 12 (3): 347–55.
Molenaar, Inge, and Alyssa Wise. 2016. “Assessing Student Learning Through Continuous Collection and Interpretation of Temporal Performance Data.” In Grand Challenge Problems in Technology-Enhanced Learning Ii: MOOCs and Beyond, 59–62. Springer.
Mor, Yishay, Rebecca Ferguson, and Barbara Wasson. 2015. “Learning Design, Teacher Inquiry into Student Learning and Learning Analytics: A Call for Action.” Wiley Online Library.
Muller, Michael J., and Allison Druin. 2012. “Participatory Design: The Third Space in Human–Computer Interaction.” The Human–Computer Interaction Handbook, 1125–53.
Oblinger, Diana G. 2012. “Let’s Talk... Analytics.” Educause Review 47 (4): 10–13.
Olsen, Jennifer K., Nikol Rummel, and Vincent Aleven. 2019. “It Is Not Either or: An Initial Investigation into Combining Collaborative and Individual Learning Using an Its.” International Journal of Computer-Supported Collaborative Learning 14 (3): 353–81.
Pardo, Abelardo, and George Siemens. 2014. “Ethical and Privacy Principles for Learning Analytics.” British Journal of Educational Technology 45 (3): 438–50.
Persico, Donatella, and Francesca Pozzi. 2015. “Informing Learning Design with Learning Analytics to Improve Teacher Inquiry.” British Journal of Educational Technology 46 (2): 230–48.
Prieto-Alvarez, Carlos G., Roberto Martinez-Maldonado, and Theresa Dirndorfer Anderson. 2018. “Co-Designing Learning Analytics Tools with Learners.” In Learning Analytics in the Classroom, 93–110. Routledge.
Quincey, Ed de, Chris Briggs, Theocharis Kyriacou, and Richard Waller. 2019. “Student Centred Design of a Learning Analytics System.” In Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 353–62.
Reeve, Johnmarshall. 2002. “Self-Determination Theory Applied to Educational Settings.” Handbook of Self-Determination Research 2: 183–204.
Rodríguez-Triana, María Jesús, Alejandra Martínez-Monés, Juan I Asensio-Pérez, and Yannis Dimitriadis. 2015. “Scripting and Monitoring Meet Each Other: Aligning Learning Analytics and Learning Design to Support Teachers in Orchestrating Cscl Situations.” British Journal of Educational Technology 46 (2): 330–43.
Rummel, Nikol, Erin Walker, and Vincent Aleven. 2016. “Different Futures of Adaptive Collaborative Learning Support.” International Journal of Artificial Intelligence in Education 26 (2): 784–95.
Sarmiento, Juan Pablo, Fabio Campos, and Alyssa Wise. 2020. “Engaging Students as Co-Designers of Learning Analytics.” In Companion Proceedings of the 10th International Learning Analytics and Knowledge Conference, 29–32. SoLAR.
Saye, John W., and Thomas Brush. 2002. “Scaffolding Critical Reasoning About History and Social Issues in Multimedia-Supported Learning Environments.” Educational Technology Research and Development 50 (3): 77–96.
Schwarz, Baruch B., and Christa S. Asterhan. 2011. “E-Moderation of Synchronous Discussions in Educational Settings: A Nascent Practice.” Journal of the Learning Sciences 20 (3): 395–442.
Schwendimann, Beat A, Maria Jesus Rodriguez-Triana, Andrii Vozniuk, Luis P Prieto, Mina Shirvani Boroujeni, Adrian Holzer, Denis Gillet, and Pierre Dillenbourg. 2016. “Perceiving Learning at a Glance: A Systematic Literature Review of Learning Dashboard Research.” IEEE Transactions on Learning Technologies 10 (1): 30–41.
Sergis, Stylianos, and Demetrios G. Sampson. 2017. “Teaching and Learning Analytics to Support Teacher Inquiry: A Systematic Literature Review.” Learning Analytics: Fundaments, Applications, and Trends, 25–63.
Shum, Simon Buckingham, Rebecca Ferguson, and Roberto Martinez-Maldonado. 2019. “Human-Centred Learning Analytics.” Journal of Learning Analytics 6 (2). https://doi.org/10.18608/jla.2019.62.1.
Siemens, George. 2013. “Learning Analytics: The Emergence of a Discipline.” American Behavioral Scientist 57 (10): 1380–1400.
Slade, Sharon, and Paul Prinsloo. 2013. “Learning Analytics: Ethical Issues and Dilemmas.” American Behavioral Scientist 57 (10): 1510–29.
Slade, Sharon, Paul Prinsloo, and Mohammad Khalil. 2019. “Learning Analytics at the Intersections of Student Trust, Disclosure and Benefit.” In Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 235–44.
Slotta, James D., Mike Tissenbaum, and Michelle Lui. 2013. “Orchestrating of Complex Inquiry: Three Roles for Learning Analytics in a Smart Classroom Infrastructure.” In Proceedings of the 3rd International Conference on Learning Analytics and Knowledge, 270–74.
Tan, Jennifer Pei-Ling, Elizabeth Koh, Christin Rekha Jonathan, and Siu Hua Tay. 2018. “Visible Teaching in Action: Using the Wiread Learning Analytics Dashboard for Pedagogical Adaptivity.” In Proceedings of the 2018 Annual Meeting of the American Educational Research Association.
Teasley, Stephanie D. 2017. “Student Facing Dashboards: One Size Fits All?” Technology, Knowledge and Learning 22 (3): 377–84.
Tissenbaum, Mike, and Jim Slotta. 2019. “Supporting Classroom Orchestration with Real-Time Feedback: A Role for Teacher Dashboards and Real-Time Agents.” International Journal of Computer-Supported Collaborative Learning 14 (3): 325–51.
Van Harmelen, Mark, and David Workman. 2012. “Analytics for Learning and Teaching.” CETIS Analytics Series 1 (3): 1–40.
Van Leeuwen, Anouschka. 2015. “Learning Analytics to Support Teachers During Synchronous Cscl: Balancing Between Overview and Overload.” Journal of Learning Analytics 2 (2): 138–62.
———. 2019. “Teachers’ Perceptions of the Usability of Learning Analytics Reports in a Flipped University Course: When and How Does Information Become Actionable Knowledge?” Educational Technology Research and Development 67 (5): 1043–64.
Verbert, Katrien, Xavier Ochoa, Robin De Croon, Raphael A. Dourado, and Tinne De Laet. 2020. “Learning Analytics Dashboards: The Past, the Present and the Future.” In Proceedings of the 10th International Conference on Learning Analytics & Knowledge, 35–40.
Vezzoli, Yvonne, Manolis Mavrikis, and Asimina Vasalou. 2020. “Inspiration Cards Workshops with Primary Teachers in the Early Co-Design Stages of Learning Analytics.” In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 73–82.
Wasson, Barbara, Cecilie Hanson, and Yishay Mor. 2016. “Grand Challenge Problem 11: Empowering Teachers with Student Data.” In Grand Challenge Problems in Technology-Enhanced Learning Ii: MOOCs and Beyond, 55–58. Springer.
Winne, Philip H., and John C. Nesbit. 2010. “The Psychology of Academic Achievement.” Annual Review of Psychology 61: 653–78.
Winstone, Naomi. 2019. “Facilitating Students’ Use of Feedback: Capturing and Tracking Impact Using Digital Tools.” In The Impact of Feedback in Higher Education, 225–42. Springer.
Wise, Alyssa Friend. 2014. “Designing Pedagogical Interventions to Support Student Use of Learning Analytics.” In Proceedings of the 4th International Conference on Learning Analytics and Knowledge, 203–11.
———. 2019. “Learning Analytics: Using Data-Informed Decision-Making to Improve Teaching and Learning.” In Contemporary Technologies in Education, 119–43. Springer.
Wise, Alyssa Friend, and Yeonji Jung. 2019. “Teaching with Analytics: Towards a Situated Model of Instructional Decision-Making.” Journal of Learning Analytics 6 (2): 53–69.
Wise, Alyssa Friend, and Jovita Vytasek. 2017. “Learning Analytics Implementation Design.” Handbook of Learning Analytics 1: 151–60.
Wise, Alyssa Friend, Jovita Maria Vytasek, Simone Hausknecht, and Yuting Zhao. 2016. “Developing Learning Analytics Design Knowledge in the" Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use.” Online Learning 20 (2): 155–82.
Wise, Alyssa Friend, Yuting Zhao, and Simone Nicole Hausknecht. 2014. “Learning Analytics for Online Discussions: Embedded and Extracted Approaches.” Journal of Learning Analytics 1 (2): 48–71.
Xhakaj, Françeska, Vincent Aleven, and Bruce M McLaren. 2017. “Effects of a Teacher Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Planning, Lessons and Student Learning.” In European Conference on Technology Enhanced Learning, 315–29. Springer.
Young, JR. 2016. “What Clicks from 70,000 Courses Reveal About Student Learning.” Chronicle of Higher Education 63 (3).
Zimmerman, Barry J. 1990. “Self-Regulated Learning and Academic Achievement: An Overview.” Educational Psychologist 25 (1): 3–17.
No Supplementary Material Available
Title
Teacher and Student Facing Learning Analytics
Book Title
Handbook of Learning Analytics
Pages
pp. 130-140
Copyright
2022
DOI
10.18608/hla22.013
ISBN
978-0-9952408-3-4
Publisher
Society for Learning Analytics Research
Authors
Anouschka van Leeuwen
Stephanie D. Teasley
Alyssa Friend Wise
Editors
Charles Lang
Alyssa Friend Wise
Agathe Merceron
Dragan Gašević
George Siemens