Authors:
Sabine Seufert
;
Josef Guggemos
and
Stefan Sonderegger
Affiliation:
Institute of Business Education – Digital Learning, University of St.Gallen, Guisanstrasse 1a, 9010 St.Gallen and Switzerland
Keyword(s):
Learning Analytics, Peer-feedback, Self-assessment, Academic Writing, Technology Acceptance Model.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Information Technologies Supporting Learning
;
Learning Analytics
;
Learning/Teaching Methodologies and Assessment
Abstract:
The growing prevalence of learner-centred forms of learning as well as an increase in the number of learners actively participating on a wide range of digital platforms and devices give rise to an ever-increasing stream of learning data. Learning analytics (LA) may enable learners, teachers, and their institutions to better understand and predict learning and performance. However, the pedagogical perspective and matters of learning design have been underrepresented in research thus far. We identify technology-supported peer-feedback and self-assessment as particularly promising from an educational point of view. We present a use case to demonstrate how these measures can be implemented. Using the technology acceptance model and a sample of 484 undergraduate students, we identify factors for a successful implementation of technology-supported peer-feedback and self-assessment.