Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18668
Title: Learner dashboards a double-edged sword? Students’ sense-making of a collaborative critical reading and learning analytics environment for fostering 21st-century literacies
Authors: Tan, Jennifer Pei-Ling
Koh, Elizabeth
Jonathan, Christin
Yang, Simon
Keywords: Learning analytics
Computer-supported collaborative learning
Critical literacy
21st century competences
Dashboards
Issue Date: 2017
Citation: Tan, J. P. L., Koh, E., Jonathan, C., & Yang, S. (2107). Learner dashboards a double-edged sword? Students’ sense-making of a collaborative critical reading and learning analytics environment for fostering 21st-century literacies. Journal of Learning Analytics, 4(1), 117-140. http://dx.doi.org/10.18608/jla.2017.41.7
Abstract: The affordances of learning analytics (LA) dashboards and visualizations are being increasingly harnessed for enhancing 21st century (21C) pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of student experience, especially in the K–12 schooling sector and in Asian education contexts, remain relatively scarce in the field. Our paper addresses this knowledge gap in two ways. First, we present a first iteration design of a computer-supported collaborative critical reading and LA environment, WiREAD, and its 16-week implementation in a Singapore high school. Second, we foreground students' evaluative accounts of the benefits and drawbacks associated with WiREAD’s LA dashboard, which pointed to a number of potentialities and perils. Positives included 1) fostering greater self-awareness, reflective, and self-regulatory learning dispositions, 2) enhancing learning motivation and engagement, and 3) nurturing connective literacy among students. The motivational value of peer-referenced LA dashboard visualizations for stimulating healthy competition and game-like learning was identified alongside the perils of these serving to demoralize, pressurize, and trigger complacency in learners. This paper aims to shed light on the pedagogical complexities of designing LA that considers learners as a critical stakeholder group.
Description: http://dx.doi.org/10.18608/jla.2017.41.7
URI: http://hdl.handle.net/10497/18668
ISSN: 1929-7750 (online)
Other Identifiers: 10.18608/jla.2017.41.7
Appears in Collections:Journal Articles

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