Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses

Lim, LA; Dawson, S; Gašević, D; Joksimović, S; Pardo, A; Fudge, A; Gentili, S

Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses

Lim, LA Dawson, S Gašević, D Joksimović, S Pardo, A Fudge, A Gentili, S

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Assessment and Evaluation in Higher Education, 2021, 45, (3), pp. 339-359
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Lim, LA
dc.contributor.author	Dawson, S
dc.contributor.author	Gašević, D
dc.contributor.author	Joksimović, S
dc.contributor.author	Pardo, A
dc.contributor.author	Fudge, A
dc.contributor.author	Gentili, S
dc.date.accessioned	2021-11-27T23:16:43Z
dc.date.available	2021-11-27T23:16:43Z
dc.date.issued	2021-01-01
dc.identifier.citation	Assessment and Evaluation in Higher Education, 2021, 45, (3), pp. 339-359
dc.identifier.issn	0260-2938
dc.identifier.issn	1469-297X
dc.identifier.uri	http://hdl.handle.net/10453/151887
dc.description.abstract	© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students’ sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic network analysis were carried out to identify students’ perceptions and associated emotional responses to the feedback. The results demonstrate that students mostly held positive perceptions of their feedback–especially in regard to quality, task-focus and instructor care. While emotions to feedback were often negative, students also noted this increased their motivation to invest more effort in the learning tasks. The results of the study provide further evidence of the interpersonal communication variables influencing students’ proactive recipience of feedback. Importantly, the findings show that students were mostly actively engaged with their personalised feedback, and that the instructor-mediated approach to feedback based on learning analytics is aligned to the principles of effective feedback.
dc.language	English
dc.publisher	Routledge
dc.relation.ispartof	Assessment and Evaluation in Higher Education
dc.relation.isbasedon	10.1080/02602938.2020.1782831
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses
dc.type	Journal Article
utslib.citation.volume	45
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2021-11-27T23:16:40Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	45
utslib.citation.issue	3

Abstract:

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is perceived, interpreted and acted upon by stakeholders. The present study reports on the analysis of focus group data from four courses to understand students’ sensemaking of personalised, learning analytics-based feedback. Deductive analysis and epistemic network analysis were carried out to identify students’ perceptions and associated emotional responses to the feedback. The results demonstrate that students mostly held positive perceptions of their feedback–especially in regard to quality, task-focus and instructor care. While emotions to feedback were often negative, students also noted this increased their motivation to invest more effort in the learning tasks. The results of the study provide further evidence of the interpersonal communication variables influencing students’ proactive recipience of feedback. Importantly, the findings show that students were mostly actively engaged with their personalised feedback, and that the instructor-mediated approach to feedback based on learning analytics is aligned to the principles of effective feedback.

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http://hdl.handle.net/10453/151887