東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Instructors' Lived Experiences of Us...

Wood, Emily.

FindBook

Google Book

Amazon

博客來

Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design./
作者:	Wood, Emily.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	208 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
標題:	Instructional design. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30312873
ISBN:	9798377650188

Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design.
Wood, Emily.

Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 208 p.

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ed.D.)--Northeastern University, 2023.

This study examined higher education instructors' lived experiences using learning analytics data to make sense of and improve their online course design. Mishra and Koehler's (2006) Technological, Pedagogical, and Content Knowledge (TPACK) served as the theoretical framework for this study, providing a lens for understanding how faculty apply professional knowledge when interpreting learning analytics and revising online courses. Eight faculty teaching online at public and private universities and community colleges within the United States participated in semi-structured interviews. The data were analyzed using Interpretative Phenomenological Analysis. Resulting themes were considered within the extant literature on faculty use of learning analytics and faculty course design experiences. The findings of this study suggest that a) faculty engage their professional knowledge to assign value and meaning to learning analytics; b) faculty have a complex and multidimensional relationship with learning analytics data; c) guidance and transparency promote faculty confidence in interpreting and using learning analytics; and d) faculty synthesize learning analytics and other evidence to make course design revisions iteratively. This study contributes insights into how faculty relate learning analytics data to their unique online course design, what learning analytics they find most meaningful, and what design changes they consider based on learning analytics data. It holds implications for campus academic leaders, instructional designers, institutional researchers, and educational technology developers to better support faculty in using learning analytics to improve online courses.

ISBN: 9798377650188Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

College faculty

Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design.
LDR:02912nmm a2200397 4500 001 2400963
005 20241007100318.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798377650188
035 $a (MiAaPQ)AAI30312873
035 $a AAI30312873
035 $a 2400963
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wood, Emily. $3 3771025
245 1 0 $a Instructors' Lived Experiences of Using Learning Analytics to Improve Online Course Design.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 208 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
500 $a Advisor: Wylie, Thomas.
502 $a Thesis (Ed.D.)--Northeastern University, 2023.
520 $a This study examined higher education instructors' lived experiences using learning analytics data to make sense of and improve their online course design. Mishra and Koehler's (2006) Technological, Pedagogical, and Content Knowledge (TPACK) served as the theoretical framework for this study, providing a lens for understanding how faculty apply professional knowledge when interpreting learning analytics and revising online courses. Eight faculty teaching online at public and private universities and community colleges within the United States participated in semi-structured interviews. The data were analyzed using Interpretative Phenomenological Analysis. Resulting themes were considered within the extant literature on faculty use of learning analytics and faculty course design experiences. The findings of this study suggest that a) faculty engage their professional knowledge to assign value and meaning to learning analytics; b) faculty have a complex and multidimensional relationship with learning analytics data; c) guidance and transparency promote faculty confidence in interpreting and using learning analytics; and d) faculty synthesize learning analytics and other evidence to make course design revisions iteratively. This study contributes insights into how faculty relate learning analytics data to their unique online course design, what learning analytics they find most meaningful, and what design changes they consider based on learning analytics data. It holds implications for campus academic leaders, instructional designers, institutional researchers, and educational technology developers to better support faculty in using learning analytics to improve online courses.
590 $a School code: 0160.
650 4 $a Instructional design. $3 3172279
650 4 $a Educational technology. $3 517670
653 $a College faculty
653 $a Course design
653 $a Course revision
653 $a Data-informed decision-making
653 $a Learning analytics
653 $a Online teaching
690 $a 0447
690 $a 0710
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertations Abstracts International $g 84-09A.
790 $a 0160
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30312873