Abstract
Learning analytics (LA) allows aggregate data about users’ to support decision making. Although teachers are recognised as important stakeholders, little is yet explored about the role that LA can play in teacher professional development (TPD). This paper aimed to conduct a systematic review of the use of LA in TPD context, focusing specifically on intervention studies, classifying purposes and methods as well as beneficiaries’ engagement and lessons learned. Search terms identified 189 papers and 31 studies were selected based on the inclusion criteria. The results show that most studies adopted data-driven approaches to monitoring teacher behaviours, through automatic extraction of logs in technology-enhanced learning environments. The perspectives, benefits and limitations in the application of LA to TPD are finally presented.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
