Monitoring, supporting, and engaging students based on the evidence generated by digital technologies

These rubrics are two-dimensional, encompassing assessment criteria (one in each row) and performance levels (one in each column), and allow for different weightings for different components.

A general statement that describes the desired knowledge, skills, and behaviours of a student graduating from a program (or completing a course). Competencies commonly define the applied skills and knowledge that enable people to successfully perform in professional, educational, and other life contexts (Gosselin, 2020).

In the context of this framework, data is understood as the information we collect about students which may come from numerous forms, e.g., tests, learners’ interaction with learning resources or activities, etc.

In the context of this framework, data is the information we collect about students. It can come from forms, tests, learners’ interaction with learning resources or activities, etc.

The ability to find, evaluate and read data critically, often beyond their numerical and quantitative form. Learning analytics focuses on the collection and generation of learners’ data to improve teaching and learning experiences. However, it depends on teachers’ and learners’ digital literacy skills whether LA-generated data informs teaching and learning or not. 

Information and data of value to an investigation that is stored on, received or transmitted by an electronic device (Electronic CSI, 2008).     

 Evidence-based learning and teaching, as described by the EUA report (2020) includes several steps: (1) decision of the question to address, (2) collection and analysis of the evidence, (3) design, objectives and assessment indicators, (4) implementation and practice, (5) taking decisions based on evidence to improve the process (Emplit & Zhang, 2020).

Learning analytics

Learning analytics dashboard

According to The Glossary of Education Reform, learner engagement “refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” This definition does not concern only students but also school leaders, educators and any other external factors that might “engage” learners in the design and in the decision-making process about their learning. Learners’ engagement is concerned with the relation between the time and effort that has been invested in optimising the learning experience. Engagement can be found in behaviours, thinking processes and signs of emotion. In other words, engagement is perceived as a behavioural, cognitive and emotional dimension.

A measure of how well students are learning in terms of knowledge and skills development.

Learners’ engagement is concerned with the relation between the time and effort that has been invested in optimising the experience and enhancing learning (Trowler 2010). Engagement can be situated in behaviour, in thinking processes and in signs of emotion. In other words, engagement is perceived in a behavioral, cognitive and emotional dimension. 

It is a tool for assessment, interpretation, and analysis of learner-generated data in the online learning environment, in order to make the learning and teaching processes more efficient by the teacher on interventions needed to advise or consult learners in due time to enhance their academic success. (Volungeviciene et al., 2021:12). There are four main categories of learning analytics: (1) descriptive (what happened?); (2) predictive (what will happen next?); (3) diagnostic (why did it happen?); (4) prescriptive (do this to improve).

Learning Analytics Dashboards are an important subset of learning analytics and refer to the visual representation of the data automatically generated by the system. LADs are data visualisation tools displaying and representing information in a user-friendly way and providing “meaningful and actionable insights at a glance” (Pokhrel & Awasthi, 2021:93).

A specific statement that describes exactly what a student will be able to do in some measurable way. There may be more than one measurable outcome defined for a given competency (Gosselin, 2020).

Learning progress describes increasing levels of difficulty and complexity in the acquisition of knowledge,  skills and attitudes in a given domain. Teachers have to be able to identify when and how to intervene to move students’ learning forward. 

Learning management system

A critical component of successful learning, which involves self-regulation and self-reflection of the learning process and controls one’s thinking processes (Medina et al., 2017).     

Awareness of specific teaching and learning design decisions and the reasons behind those decisions (Griffith et al., 2016).

Massive open online course

A specific statement that describes exactly what a student will be able to do in some measurable way. There may be more than one measurable outcome defined for a given competency.

A rubric is an assessment tool used for criteria-based assessment and considering performance levels. It can be used for marking any kind of students’ performance element, from class participation to assignments, and despite its format, from written to oral to visual.

Self-regulated learning is an important conceptual framework that includes several aspects of learning: cognitive, metacognitive, behavioural, motivational, and emotional (Panadero, 2017). Zimmerman (2000) developed a SRL cyclical phases model organised in three phases: (1) forethought, (2) performance and (3) self-reflection. In the first phase, students set their goals, activate learning strategies, and try to accomplish their objectives; in the performance phase, they execute the task, monitor their progress, and use strategies to keep engagement and motivation. Finally, in the self-reflection phase, students evaluate their performance, which will affect their later performance positively or negatively. (Zimmerman & Moylen, 2009; Panadero, 2017).

Discipline-specific knowledge and higher-order thinking skills, motivation, sense of belonging and well-being, improved relationships through peer learning and collaboration.

According to Rourke et al. (2001, p. 51), “social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as “real people”.      

Self-regulated learning

Techniques and methods that a teacher applies to support students’ learning. Effective teaching strategies include pre planning,outlining learning goals and criteria for success, and consistently providing feedback (Maine, N/A; NSW Government, 2022).      

Virtual learning environment