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dc.contributor.author | Topali, Paraskevi | |
dc.contributor.author | Chounta, Irene Angelica | |
dc.contributor.author | Martínez Monés, Alejandra | |
dc.contributor.author | Dimitriadis Damoulis, Ioannis | |
dc.date.accessioned | 2023-03-23T10:28:54Z | |
dc.date.available | 2023-03-23T10:28:54Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Journal of Computer Assisted Learning, 2023. | es |
dc.identifier.issn | 0266-4909 | es |
dc.identifier.uri | https://uvadoc.uva.es/handle/10324/59003 | |
dc.description | Producción Científica | es |
dc.description.abstract | Background:Providing feedback in massive open online courses (MOOCs) is chal-lenging due to the massiveness and heterogeneity of learners' population. Learninganalytics (LA) solutions aim at scaling up feedback interventions and supportinginstructors in this endeavour.Paper Objectives:This paper focuses on instructor-led feedback mediated by LAtools in MOOCs. Our goal is to answer how, to what extent data-driven feedback isprovided to learners, and what its impact is.Methods:We conducted a systematic literature review on the state-of-the-art LA-informed instructor-led feedback in MOOCs. From a pool of 227 publications, weselected 38 articles that address the topic of LA-informed feedback in MOOCs medi-ated by instructors. We applied etic content analysis to the collected data.Results and Conclusions:The results revealed a lack of empirical studies exploring LA todeliver feedback, and limited attention on pedagogy to inform feedback practices. Our find-ings suggest the need for systematization and evaluation of feedback. Additionally, there isa need for conceptual tools to guide instructors' in the design of LA-based feedback.Takeaways:We point out the need for systematization and evaluation of feedback. Weenvision that this research can support the design of LA-based feedback, thus contribut-ing to bridge the gap between pedagogy and data-driven practice in MOOCs. | es |
dc.format.mimetype | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | Wiley | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject.classification | Distance education | es |
dc.subject.classification | Online learning | es |
dc.subject.classification | Feedback interventions | es |
dc.subject.classification | Learning analytics | es |
dc.subject.classification | MOOCs | es |
dc.title | Delving into instructor‐led feedback interventions informed by learning analytics in massive open online courses | es |
dc.type | info:eu-repo/semantics/article | es |
dc.rights.holder | © 2023 The Author(s) | es |
dc.identifier.doi | 10.1111/jcal.12799 | es |
dc.relation.publisherversion | https://onlinelibrary.wiley.com/doi/10.1111/jcal.12799 | es |
dc.identifier.publicationtitle | Journal of Computer Assisted Learning | es |
dc.peerreviewed | SI | es |
dc.description.project | Consejo de Investigación de Estonia (PSG286) | es |
dc.description.project | Ministerio de Ciencia e Innovación - Fondo Europeo de Desarrollo Regional y la Agencia Nacional de Investigación (grant PID2020-112584RB-C32) and (grant TIN2017-85179-C3-2-R) | es |
dc.description.project | Junta de Castilla y León - Fondo Social Europeo y el Consejo Regional de Educación (grant E-47-2018-0108488) | es |
dc.identifier.essn | 1365-2729 | es |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es |
dc.subject.unesco | 58 Pedagogía | es |
dc.subject.unesco | 33 Ciencias Tecnológicas | es |
dc.subject.unesco | 1203.17 Informática | es |
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