Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Saggi e ricerche

V. 5 N. 2 (2020): Docenti, sviluppo professionale e didattica: riflessioni sulle nuove sfide per l'insegnamento e l'apprendimento

Interazioni e-tutor-studenti e successo formativo: un’analisi dei dati nel contesto dell’educazione superiore online

DOI
https://doi.org/10.3280/exioa2-2020oa10810
Inviata
1 dicembre 2020
Pubblicato
01-12-2020

Abstract

L’articolo presenta un’analisi quantitativa dei dati nell’ambito didattico universitario online. L’ipotesi di ricerca iniziale era di una correlazione positiva tra l’intensità dell’interazione tutor-studente e la valutazione finale. L’attività di analisi ha coinvolto 248 studenti e considerato 2845 interazioni. I dati hanno mostrato una correlazione debolmente negativa, falsificando l’ipotesi di partenza.
Questo lavoro preliminare ha confermato i punti di attenzione evidenziati dalla letteratura rispetto ai learning analytics: 1) qualità e integrazione dei dati da analizzare; 2) difficile attribuzione di un senso pedagogico ai risultati delle analisi.

Riferimenti bibliografici

  1. Bates, T. (2008). Transforming distance education through new technologies. In T. Evan, M. Haughey, & D. Murphy (Eds.). International handbook of distance education. Bingley: Emerald Group. Doi: 10.1108/09504120911003267.
  2. Bennet, S., Marsh, D. (2002). Are we expecting online tutors to run before they can walk?. Innovations in Education and Teaching International, 39(1), 14-20. Doi: 10.1080/13558000110097055.
  3. Chang, C., Shen, H., Liu, E. Z. (2014). University faculties’ perspectives on the roles of e-instructors and their online instruction practice. International Review of Research in Open and Distance Learning, 15(3), 72-92. Doi: 10.19173/irrodl.v15i3.1654.
  4. Chatti, M. A., Muslim, A., & Schroeder, U. (2017). Toward an open learning analytics ecosystem. In Big data and learning analytics in higher education (pp. 195-219). Springer, Cham. Doi: 10.1007/978-3-319-06520-5_12.
  5. De Metz, N., Bezuidenhout, A. (2018) An importance – competence analysis of the roles and competencies of e-tutors at an open distance learning institution. Australasian Journal of Educational Technology, 34(5) 27-43. Doi: 10.14742/ajet.3364.
  6. Drachsler, H., Greller, W. (2016). Privacy and analytics: it’s a DELICATE issue a checklist for trusted learning analytics. In Proceedings of the sixth international conference on learning analytics & knowledge (pp. 89-98). Doi: 10.1145/2883851.2883893.
  7. Goold, A., Coldwell, J., & Craig, A. (2010). An examination of the role of the e-tutor. Australasian Journal of Educational Technology, 26(5), 704-716. Doi: 10.14742/ajet.1060.
  8. Gursoy, M. E., Inan, A., Nergiz, M. E., Saygin, Y. (2016). Privacy-preserving learning analytics: challenges and techniques. IEEE Transactions on Learning technologies, 10(1), 68-81. Doi: 10.1109/tlt.2016.2607747.
  9. Ferguson, R. (2019). Ethical challenges for learning analytics. Journal of Learning Analytics, 6(3), 25-30. Doi: 10.18608/jla.2019.63.5.
  10. Heuel, E., Feldmann B. (2014). Quality standards for e-learning in vocational education and training: The certified European e-tutor. In Uden, L., Tao, Y.H., Yang, H.C., Ting, I.H. (Eds.). The 2nd International Workshop on Learning Technology for Education in Cloud. Springer Proceedings in Complexity. Dordrecht: Springer. Doi: 10.1007/978-94-007-7308-0_10.
  11. Horner, G., Gouws, P. (2016) E-tutoring support for undergraduate students learning computer programming at the University of South Africa. Computer Science Education Research Conference 2016, Pretoria, South Africa. Doi: 10.1145/2998551.2998557.
  12. Huertas Hildago, E., Marcos, S., Kuhn, M.R., Seppmann, G. (2018). Considerations for quality assurance of e-learning provision, Report from the ENQA Working Group VIII on quality assurance and e-learning, ENQA.
  13. Maré, S., Mutezo, A. T. (2020). The effectiveness of e-tutoring in an open and distance e-learning environment: evidence from the university of south africa. Open Learning: The Journal of Open, Distance and e-Learning, 1-17. Doi: 10.1080/02680513.2020.1717941.
  14. Matoane, M., Mashile, E.O. (2013). Key considerations for successful e-tutoring: lessons learnt from an institution of higher learning in South Africa. E-Learn: World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education. Las Vegas, NV, USA.
  15. Ngubane-Mokiwa, S.A. (2017). Implications of the University of South Africa’s shift to Open Distance e-Learning on teacher education. Australian Journal of Teacher Education (Online), 42(9), 111-124. Doi: 10.14221/ajte.2017v42n9.7.
  16. Pardo, A., Siemens, G. (2014). Ethical and privacy principles for learning analytics. British Journal of Educational Technology, 45(3), 438-450. Doi: 10.1111/bjet.12152.
  17. Queiros, A., Faria, D., Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369-387.
  18. Ramorola, M.Z. (2018) The roles and responsibilities of e-tutors in open distance and e-learning environment. South Africa International Conference on Educational Technologies 2018.
  19. Salmon, G. (2003). E-moderating: The key to teaching and learning online. London: Routledge Falmer.

Metriche

Caricamento metriche ...