Opportunities for learning analytics supporting learning and teaching in teacher education
DOI:
https://doi.org/10.12697/eha.2017.5.2.10Keywords:
learning analytics, self-directed learner, learning environment, teacher training, academic staffAbstract
Info- ja kommunikatsioonitehnoloogia rakendamine ning õpihaldussüsteemide ja õpikeskkondade kasutamine õppeprotsessis on muutnud õpetajaks õppijate õpikogemusi ning õpetajahariduse õppejõudude õpetamisviise. Sellega kaasnevad erinevad digitaalsed andmed, mis annavad õppijale, õpetajale ning õppekava eestvedajale tagasisidet õppimise ja õpetamise tõhustamiseks. Haridusvaldkonnas aina enam rakendust leidev õpianalüütika võimaldab suurendada õppijate teadlikkust ja tõhusust õppeprotsessis, individualiseerida õppeprotsessi ning saada pidevat ja jooksvat tagasisidet õppimise edenemise kohta. Artikli eesmärk on analüüsida õpetajahariduse üliõpilaste ja õppejõudude ootusi õpianalüütika võimaluste suhtes, et toetada õpikeskkonnas õppimist ja õpetamist. Uurimuse teoreetilise raamistiku loob ennastjuhtiva õppija kontseptsioon. Uurimistulemused baseeruvad disainipõhisel uurimusel, kus osalusdisaini sessioonide käigus selgitati välja õpikeskkonna kasutajate (üliõpilaste, õppejõudude, õppekavade juhtide) ootused õpikeskkonna õpianalüütikarakenduste suhtes.
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2017-10-28
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Kollom, K., & Tammets, K. (2017). Opportunities for learning analytics supporting learning and teaching in teacher education. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 5(2), 229–256. https://doi.org/10.12697/eha.2017.5.2.10
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