Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement
Engaging the disengaged: Exploring the use of course-specific learning analytics and nudging to enhance online student engagement
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吸引不积极参与的人：探索使用特定于课程的学习分析和推动来提高在线学生的参与度
DOI：
10.5204/ssj.v10i2.1295
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发表时间：
2019
期刊：
影响因子：
1.2
通讯作者：
Marita Basson
中科院分区：
文献类型：
--
作者：
Jill Lawrence;Alice V. Brown;P. Redmond;Marita Basson
大学越来越多地实施在线教学，以加强学生的访问和灵活性。然而，他们这样做时，往往对在线教学对学生参与度的影响了解有限。为了探索这些问题，进行了一个研究项目，调查如何使用特定于课程的学习分析来“推动”学生更积极地参与他们的课程。这项研究借鉴了传播学和批判性理论的观点，采用了分阶段实施的干预策略，涉及三个课程(n=892)，侧重于一系列及时的战略性沟通干预。研究结果表明，明确的期望管理和战略性地使用早期督促来提高他们对关键课程特定资源的优先顺序，对那些感到有支持的学生来说是有好处的。学者们受益于利用微调模板/原则来提高学生对课程的参与度。特定于课程的背景意味着，学者和学生明确地分享了在学习者最终取得成功的一个地方--课程--的工作方式。
Universities increasingly implement online delivery to strengthen students’ access and flexibility. However, they often do so with limited understanding of the impact of online pedagogy on student engagement. To explore these issues, a research project was conducted investigating the use of course-specific learning analytics to ‘nudge’ students into engaging more actively in their courses. Drawing on perspectives emanating from communication and critical theories, the research involved a staged intervention strategy conducted across three courses (n=892) focussing on a range of timely, strategic communication interventions. Research findings revealed benefits for students who felt supported by explicit expectation management and the strategic use of early nudging to enhance their prioritisation of key course-specific resources. Academics benefited by making use of nudging templates/principles to increase student engagement in their courses. The course-specific context meant that academics and students explicitly shared ways of working in the one place where learners ultimately succeed – the course.
卡斯·桑斯坦和行为经济分析法理论
DOI：
--
发表时间：
2010
期刊：
日本公共政策学会2010年度研究大会報告論文集
影响因子：
--
作者：
Ido;Masanobu;山下清海・小木裕文・松村公明・張貴民・杜国慶;石井知章;末近浩太;藤谷武史;松本克美;柳瀬昇
通讯作者：
柳瀬昇