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Interdisciplinary Journal of Virtual Learning in Medical Sciences، جلد ۱۰، شماره ۴، صفحات ۱-۱۴
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Investigation on the role of learning theory in learning analytics |
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| چکیده انگلیسی مقاله |
Introduction: Studies have shown that there is a gap between theory and practice in the use of learning analytics in educational settings. Some researchers attribute this gap to not taking learning theories into consideration in the use of learning analytics in educational contexts. This study was conducted to address the role of learning theory in the use of learning analytics in educational contexts. Method: This is a qualitative study in which the design of the study is content analysis and thematic analysis was used as the research method. Data for this study was collected by doing an interview with 14 experts in the field of learning analytics and learning theory that were selected purposefully. Theoretical saturation method was used to identify the sample size. Content analysis techniques were used to analyze data and content validity index (CVI) and Cohen's kappa coefficient were performed to measure the validity and reliability of the findings. Results: The results provide a conceptual framework the role of learning theory in the use of learning analytics. Data analysis was led to identify three main roles for learning theory in learning analytics including underpinning role, guiding role, and sense-making role. Conclusion: According to the results, it is suggested that first, learning analytics should be underlying on learning theory (where to begin). Second, application of the learning analytics in educational settings should be guided by learning theory (what and how to do), and third, learning analytics’ reports should be interpreted based on the learning theory implications for education (answer to question why). |
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| کلیدواژه‌های انگلیسی مقاله |
Learning Theory,Learning Analytics,Thematic Analysis |
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| نویسندگان مقاله |
Seyyed Kazem Banihashem |
Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
Khadijeh Aliabadi |
Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
Saeid Pourroostaei Ardakani |
Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
Mohammad Reza Nili AhmadAbadi |
Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
Ali Delavar |
Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University.
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| نشانی اینترنتی |
http://ijvlms.sums.ac.ir/article_45903_4301a2b71d3fb500032c8d5e3ce46455.pdf |
| فایل مقاله |
اشکال در دسترسی به فایل - ./files/site1/rds_journals/285/article-285-2470228.pdf |
| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
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