2.1.1. Questions that teacher needs to ask themselves when analysing the data on students’ engagement
Teachers need to ask themselves questions regarding the type of evidence they want learning analytics to show them.
Van de Bogaard et al. (2016) formulated a set of questions that teachers should ask themselves in each stage of the evidence analysis.
First of all, teachers can use LA to check whether the course documents that provide information on learning outcomes and assessment have been checked (see fig. 1).
Figure. 1. Set of questions to obtain evidence
about students checking information on course orientation (Van den Bogaard et al., 2016, p. 7)
The next bunch of questions (see fig. 2), regards the way students decide to orient themselves in relation to the training materials. It is also useful to spot the problem of “free riding” (Van den Bogaard et al., 2016: 7).
Figure 2. Set of questions to obtain evidence about students and learning activities (Van den Bogaard et al., 2016).
Learner analytics also allow students to answer many questions related to group work assignments and discussions. Teachers can check both the quantity and the quality of students’ interventions in a forum. The questions to guide them when analysing evidence should be those shown in fig. 3.
Figure 3. Set of questions to obtain evidence about students’ participation in group activities (Van den Bogaard et al., 2016, p. 8)