‘Instructor in action’: Co‐design and evaluation of human‐centred LA‐informed feedback in MOOCs

Background Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed tha...

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Veröffentlicht in:	Journal of computer assisted learning 2024-12, Vol.40 (6), p.3149-3166
Hauptverfasser:	Topali, Paraskevi, Cobos, Ruth, Agirre‐Uribarren, Unai, Martínez‐Monés, Alejandra, Villagrá‐Sobrino, Sara
Format:	Artikel
Sprache:	eng
Schlagworte:	Co-design Customization Design Design analysis Empirical analysis FeeD4Mi Feedback human‐centered learning analytics Learning Learning analytics massive open online courses (MOOCs) MOOCs Online instruction Pedagogy Teachers
Online-Zugang:	Volltext
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