Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students’ response towards leaning designs.
Gibson, A., Aitken, A., Sándor, Á., Buckingham Shum, S., Tsingos-Lucas, C. and Knight, S. (2017). Reflective Writing Analytics for Actionable Feedback.
Paper presented by Rebecca Ferguson and Doug Clow of The Open University at the Learning Analytics and Knowledge 2017 conference (LAK17) in Vancouver, Canada
The Open University (OU) is a global leader in quality online, open and distance education with more than 180,000 students and 8,000 faculty and staff.
Despite their importance for educational practice, reflective writings are still manually analysed and assessed, posing a constraint on the use of this educational technique.
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process.