Theory Informing and Arising from Learning Analytics - Rilegato

Rilegato

ISBN 10: 3031605705 ISBN 13: 9783031605703

Casa editrice: Springer Nature, 2024

Riassunto

The purpose of this book is to offer new vision on the role of theory in empirical research within the field of learning analytics. It serves as a reference book for new and established researchers seeking to engage in the green fields space of learning analytics. It also generates debate amongst long-standing members of the field in regards to epistemological positioning, and in particular challenges proponents of the pragmatic position that method should have primacy in research. An undercurrent running throughout the book is the assertion that with theory use comes the ability to explain what is observed in our empirical work, and in particular the patterns and counter-patterns seen in much learning analytics work.

Su questo libro

Informazioni sull'autore

Kathryn Bartimote is Senior Lecturer in the School of Education and Social Work at The University of Sydney. Kath is Research Committee Chair for the Centre for Educational Measurement and Assessment (CEMA), and chair/deputy chair for two of the University’s human research ethics committees. She is a member of the Executive of the Society for Learning Analytics Research (SoLAR). Kath’s research focuses on the topics of motivation and choice, epistemic beliefs, student success, and theory in learning analytics.

Sarah Howard is Associate Professor in the School of Education at the University of Wollongong where is the Head of Research. Sarah is also Group Lead for the Smarter Schools and Digital Technologies group within the SMART Infrastructure Facility at the University. Her research focuses on the use of new technologies and data science to explore classroom practice and teacher change related to technological innovation and integration. Specifically, in her work, Sarah looks at cultural and individual factors of teachers’ digital technology use, change process and learning design related to subject areas, school culture and underlying principles of teaching and learning.

Dragan Gaševic is Distinguished Professor of Learning Analytics in the Faculty of Information Technology and Director of the Centre for Learning Analytics at Monash University. He is a founder of the Society for Learning Analytics Research (SoLAR), and served as the President 2015-2017. His research interests in learning analytics centre around the development of computational and design methods that can advance understanding of self-regulated and collaborative learning

Dalla quarta di copertina

The purpose of this book is to offer new vision on the role of theory in empirical research within the field of learning analytics. It serves as a reference book for new and established researchers seeking to engage in the green fields space of learning analytics. It also generates debate amongst long-standing members of the field in regards to epistemological positioning, and in particular challenges proponents of the pragmatic position that method should have primacy in research. An undercurrent running throughout the book is the assertion that with theory use comes the ability to explain what is observed in our empirical work, and in particular the patterns and counter-patterns seen in much learning analytics work.

Dettagli dell'edizione

• Editore: Springer Nature
• Data di pubblicazione: 2024
• Lingua: Inglese
• ISBN 10: 3031605705
• ISBN 13: 9783031605703
• Rilegatura: Copertina rigida
• Numero di pagine: 200
• Redattore: Bartimote Kathryn, Howard Sarah, Gaevic Dragan
• Contatto del produttore: GPSR Kontakt; ProductSafety@springernature.com; ; Tiergartenstr. 17; Heidelberg; 69121; Germania