Mostrar el registro sencillo del ítem
dc.contributor.author
Martinez, Maria Cecilia
dc.contributor.author
Serra, Ramiro
dc.contributor.author
Sundaramoorthy, Prem
dc.contributor.author
Booij, Thomas
dc.contributor.author
Vertegaal, Cornelis
dc.contributor.author
Bounik, Zahra
dc.contributor.author
van Hastenberg, Kevin
dc.contributor.author
Bentum, Mark
dc.date.available
2024-02-08T13:03:25Z
dc.date.issued
2023-10
dc.identifier.citation
Martinez, Maria Cecilia; Serra, Ramiro; Sundaramoorthy, Prem; Booij, Thomas; Vertegaal, Cornelis; et al.; Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data; Multidisciplinary Digital Publishing Institute; Education Sciences; 13; 10; 10-2023; 1-23
dc.identifier.issn
2227-7102
dc.identifier.uri
http://hdl.handle.net/11336/226382
dc.description.abstract
Research that integrates Learning Analytics (LA) with formative feedback has been shown to enhance student individual learning processes and performance. Debates on LA-based feedback highlight the need to further understand what data sources are appropriate for LA, how soon the feedback should be sent to students and how different types of feedback promote learning. This study describes an empirical case of LA-based feedback in higher education and analyzes how content-focused feedback promotes student achievement. The model combines quantitative achievement indicators with qualitative data about student learning challenges to develop feedback. Data sources include student pretest results, participation in practice exercises as well as midterm and final exam grades. In addition, in-depth interviews with high-, medium- and low-performing students are conducted to understand learning challenges. Based on their performance, students receive content-focused feedback every two weeks. The results show statistically significant improvements in final grades, in addition to a higher rate of problem-solving participation among students who receive feedback compared to their peers who opt out of the study. The contributions to the area of LA-based formative feedback are the following: (a) a model that combines quantitative with qualitative data sources to predict and understand student achievement challenges, (b) templates to design pedagogical and research-based formative feedback, (c) quantitative and qualitative positive results of the experience, (d) a documented case describing the practical implementation process.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Multidisciplinary Digital Publishing Institute
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by/2.5/ar/
dc.subject
DESIGN-BASED RESEARCH
dc.subject
ELECTROMAGNETISM
dc.subject
FORMATIVE FEEDBACK
dc.subject
LEARNING ANALYTICS
dc.subject.classification
Educación General
dc.subject.classification
Ciencias de la Educación
dc.subject.classification
CIENCIAS SOCIALES
dc.title
Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2024-02-08T10:15:37Z
dc.journal.volume
13
dc.journal.number
10
dc.journal.pagination
1-23
dc.journal.pais
Suiza
dc.journal.ciudad
Basel
dc.description.fil
Fil: Martinez, Maria Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina
dc.description.fil
Fil: Serra, Ramiro. Eindhoven University of Technology; Países Bajos
dc.description.fil
Fil: Sundaramoorthy, Prem. Eindhoven University of Technology; Países Bajos
dc.description.fil
Fil: Booij, Thomas. Eindhoven University of Technology; Países Bajos
dc.description.fil
Fil: Vertegaal, Cornelis. Eindhoven University of Technology; Países Bajos
dc.description.fil
Fil: Bounik, Zahra. Eindhoven University of Technology; Países Bajos
dc.description.fil
Fil: van Hastenberg, Kevin. Eindhoven University of Technology; Países Bajos
dc.description.fil
Fil: Bentum, Mark. Eindhoven University of Technology; Países Bajos
dc.journal.title
Education Sciences
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2227-7102/13/10/1014
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.3390/educsci13101014
Archivos asociados