Egle Gedrimiene, Ismail Celik, Anni Silvola, Hanni Muukkonen
Data and algorithm driven technologies designed to support teaching and learning activities have raised intense debate on ethics. Specifically, learning analytics (LA) have been criticized for the lack of students’ involvement and disconnection from the learning context. The current study addresses this gap by investigating higher education students’ use of an LA dashboard from a value perspective. — The results indicated that utilizing the LA dashboard was connected to achievement, self-direction, stimulation and well-being considerations.
https://doi.org/10.1111/bjet.70033
Oppimisanalytiikkaverkosto 