Generation of Graphical Representations of Student Tracking Data in Course Management Systems
IV '05 Proceedings of the Ninth International Conference on Information Visualisation
Using Semantic Web Technologies to Analyze Learning Content
IEEE Internet Computing
How did the e-learning session go? The Student Inspector
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Supervising Distant Simulation-Based Practical Work: Environment and Experimentation
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Educational data mining: a review of the state of the art
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
Student modeling for a web-based self-assessment system
Expert Systems with Applications: An International Journal
ICWL'10 Proceedings of the 2010 international conference on New horizons in web-based learning
Adapted feedback supported by interactions of blended-learning actors: a proposal
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Usage pattern recognition in student activities
EC-TEL'11 Proceedings of the 6th European conference on Technology enhanced learning: towards ubiquitous learning
A qualitative evaluation of evolution of a learning analytics tool
Computers & Education
Understanding the learners' actions when using mathematics learning tools
CICM'12 Proceedings of the 11th international conference on Intelligent Computer Mathematics
LOCO-analyst: a tool for raising teachers' awareness in online learning environments
EC-TEL'07 Proceedings of the Second European conference on Technology Enhanced Learning: creating new learning experiences on a global scale
Key action extraction for learning analytics
EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
Monitoring MOOCs: which information sources do instructors value?
Proceedings of the first ACM conference on Learning @ scale conference
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Good teachers know their students, and exploit this knowledge to adapt or optimise their instruction. Teachers know their students because they interact with them face-to-face in classroom or one-to-one tutoring sessions. They can build student models, for instance, by exploiting the multi-faceted nature of human-human communication. In distance-learning environments, teacher and student have to cope with the lack of such direct interaction, and this must have detrimental effects for both teacher and student. In this paper, we investigate the need of teachers for tracking student actions in computer-mediated settings. We report on a teacher's questionnaire that we devised to identify the needs of teachers to make distance learning a less detached experience. Our analysis of the teachers' responses shows that there is a preference for information that relates to student performance (e.g., success rate in exercises, mastery level for a concept, skill, or method) and analysis of frequent errors or misconceptions. Our teachers judged information with regard to social nets, navigational pattern, and historical usage data less interesting. It shows that current e-learning environments have to improve to satisfy teachers' needs for tracking students in distance learning contexts.