Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data

Autores
Martinez, Maria Cecilia; Serra, Ramiro; Sundaramoorthy, Prem; Booij, Thomas; Vertegaal, Cornelis; Bounik, Zahra; van Hastenberg, Kevin; Bentum, Mark
Año de publicación
2023
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Research that integrates Learning Analytics (LA) with formative feedback has been shown to enhance student individual learning processes and performance. Debates on LA-based feedback highlight the need to further understand what data sources are appropriate for LA, how soon the feedback should be sent to students and how different types of feedback promote learning. This study describes an empirical case of LA-based feedback in higher education and analyzes how content-focused feedback promotes student achievement. The model combines quantitative achievement indicators with qualitative data about student learning challenges to develop feedback. Data sources include student pretest results, participation in practice exercises as well as midterm and final exam grades. In addition, in-depth interviews with high-, medium- and low-performing students are conducted to understand learning challenges. Based on their performance, students receive content-focused feedback every two weeks. The results show statistically significant improvements in final grades, in addition to a higher rate of problem-solving participation among students who receive feedback compared to their peers who opt out of the study. The contributions to the area of LA-based formative feedback are the following: (a) a model that combines quantitative with qualitative data sources to predict and understand student achievement challenges, (b) templates to design pedagogical and research-based formative feedback, (c) quantitative and qualitative positive results of the experience, (d) a documented case describing the practical implementation process.
Fil: Martinez, Maria Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina
Fil: Serra, Ramiro. Eindhoven University of Technology; Países Bajos
Fil: Sundaramoorthy, Prem. Eindhoven University of Technology; Países Bajos
Fil: Booij, Thomas. Eindhoven University of Technology; Países Bajos
Fil: Vertegaal, Cornelis. Eindhoven University of Technology; Países Bajos
Fil: Bounik, Zahra. Eindhoven University of Technology; Países Bajos
Fil: van Hastenberg, Kevin. Eindhoven University of Technology; Países Bajos
Fil: Bentum, Mark. Eindhoven University of Technology; Países Bajos
Materia
DESIGN-BASED RESEARCH
ELECTROMAGNETISM
FORMATIVE FEEDBACK
LEARNING ANALYTICS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/226382
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics DataMartinez, Maria CeciliaSerra, RamiroSundaramoorthy, PremBooij, ThomasVertegaal, CornelisBounik, Zahravan Hastenberg, KevinBentum, MarkDESIGN-BASED RESEARCHELECTROMAGNETISMFORMATIVE FEEDBACKLEARNING ANALYTICShttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Research that integrates Learning Analytics (LA) with formative feedback has been shown to enhance student individual learning processes and performance. Debates on LA-based feedback highlight the need to further understand what data sources are appropriate for LA, how soon the feedback should be sent to students and how different types of feedback promote learning. This study describes an empirical case of LA-based feedback in higher education and analyzes how content-focused feedback promotes student achievement. The model combines quantitative achievement indicators with qualitative data about student learning challenges to develop feedback. Data sources include student pretest results, participation in practice exercises as well as midterm and final exam grades. In addition, in-depth interviews with high-, medium- and low-performing students are conducted to understand learning challenges. Based on their performance, students receive content-focused feedback every two weeks. The results show statistically significant improvements in final grades, in addition to a higher rate of problem-solving participation among students who receive feedback compared to their peers who opt out of the study. The contributions to the area of LA-based formative feedback are the following: (a) a model that combines quantitative with qualitative data sources to predict and understand student achievement challenges, (b) templates to design pedagogical and research-based formative feedback, (c) quantitative and qualitative positive results of the experience, (d) a documented case describing the practical implementation process.Fil: Martinez, Maria Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; ArgentinaFil: Serra, Ramiro. Eindhoven University of Technology; Países BajosFil: Sundaramoorthy, Prem. Eindhoven University of Technology; Países BajosFil: Booij, Thomas. Eindhoven University of Technology; Países BajosFil: Vertegaal, Cornelis. Eindhoven University of Technology; Países BajosFil: Bounik, Zahra. Eindhoven University of Technology; Países BajosFil: van Hastenberg, Kevin. Eindhoven University of Technology; Países BajosFil: Bentum, Mark. Eindhoven University of Technology; Países BajosMultidisciplinary Digital Publishing Institute2023-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/226382Martinez, Maria Cecilia; Serra, Ramiro; Sundaramoorthy, Prem; Booij, Thomas; Vertegaal, Cornelis; et al.; Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data; Multidisciplinary Digital Publishing Institute; Education Sciences; 13; 10; 10-2023; 1-232227-7102CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2227-7102/13/10/1014info:eu-repo/semantics/altIdentifier/doi/10.3390/educsci13101014info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T14:20:55Zoai:ri.conicet.gov.ar:11336/226382instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 14:20:55.567CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
title Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
spellingShingle Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
Martinez, Maria Cecilia
DESIGN-BASED RESEARCH
ELECTROMAGNETISM
FORMATIVE FEEDBACK
LEARNING ANALYTICS
title_short Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
title_full Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
title_fullStr Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
title_full_unstemmed Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
title_sort Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data
dc.creator.none.fl_str_mv Martinez, Maria Cecilia
Serra, Ramiro
Sundaramoorthy, Prem
Booij, Thomas
Vertegaal, Cornelis
Bounik, Zahra
van Hastenberg, Kevin
Bentum, Mark
author Martinez, Maria Cecilia
author_facet Martinez, Maria Cecilia
Serra, Ramiro
Sundaramoorthy, Prem
Booij, Thomas
Vertegaal, Cornelis
Bounik, Zahra
van Hastenberg, Kevin
Bentum, Mark
author_role author
author2 Serra, Ramiro
Sundaramoorthy, Prem
Booij, Thomas
Vertegaal, Cornelis
Bounik, Zahra
van Hastenberg, Kevin
Bentum, Mark
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv DESIGN-BASED RESEARCH
ELECTROMAGNETISM
FORMATIVE FEEDBACK
LEARNING ANALYTICS
topic DESIGN-BASED RESEARCH
ELECTROMAGNETISM
FORMATIVE FEEDBACK
LEARNING ANALYTICS
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Research that integrates Learning Analytics (LA) with formative feedback has been shown to enhance student individual learning processes and performance. Debates on LA-based feedback highlight the need to further understand what data sources are appropriate for LA, how soon the feedback should be sent to students and how different types of feedback promote learning. This study describes an empirical case of LA-based feedback in higher education and analyzes how content-focused feedback promotes student achievement. The model combines quantitative achievement indicators with qualitative data about student learning challenges to develop feedback. Data sources include student pretest results, participation in practice exercises as well as midterm and final exam grades. In addition, in-depth interviews with high-, medium- and low-performing students are conducted to understand learning challenges. Based on their performance, students receive content-focused feedback every two weeks. The results show statistically significant improvements in final grades, in addition to a higher rate of problem-solving participation among students who receive feedback compared to their peers who opt out of the study. The contributions to the area of LA-based formative feedback are the following: (a) a model that combines quantitative with qualitative data sources to predict and understand student achievement challenges, (b) templates to design pedagogical and research-based formative feedback, (c) quantitative and qualitative positive results of the experience, (d) a documented case describing the practical implementation process.
Fil: Martinez, Maria Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina
Fil: Serra, Ramiro. Eindhoven University of Technology; Países Bajos
Fil: Sundaramoorthy, Prem. Eindhoven University of Technology; Países Bajos
Fil: Booij, Thomas. Eindhoven University of Technology; Países Bajos
Fil: Vertegaal, Cornelis. Eindhoven University of Technology; Países Bajos
Fil: Bounik, Zahra. Eindhoven University of Technology; Países Bajos
Fil: van Hastenberg, Kevin. Eindhoven University of Technology; Países Bajos
Fil: Bentum, Mark. Eindhoven University of Technology; Países Bajos
description Research that integrates Learning Analytics (LA) with formative feedback has been shown to enhance student individual learning processes and performance. Debates on LA-based feedback highlight the need to further understand what data sources are appropriate for LA, how soon the feedback should be sent to students and how different types of feedback promote learning. This study describes an empirical case of LA-based feedback in higher education and analyzes how content-focused feedback promotes student achievement. The model combines quantitative achievement indicators with qualitative data about student learning challenges to develop feedback. Data sources include student pretest results, participation in practice exercises as well as midterm and final exam grades. In addition, in-depth interviews with high-, medium- and low-performing students are conducted to understand learning challenges. Based on their performance, students receive content-focused feedback every two weeks. The results show statistically significant improvements in final grades, in addition to a higher rate of problem-solving participation among students who receive feedback compared to their peers who opt out of the study. The contributions to the area of LA-based formative feedback are the following: (a) a model that combines quantitative with qualitative data sources to predict and understand student achievement challenges, (b) templates to design pedagogical and research-based formative feedback, (c) quantitative and qualitative positive results of the experience, (d) a documented case describing the practical implementation process.
publishDate 2023
dc.date.none.fl_str_mv 2023-10
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/226382
Martinez, Maria Cecilia; Serra, Ramiro; Sundaramoorthy, Prem; Booij, Thomas; Vertegaal, Cornelis; et al.; Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data; Multidisciplinary Digital Publishing Institute; Education Sciences; 13; 10; 10-2023; 1-23
2227-7102
CONICET Digital
CONICET
url http://hdl.handle.net/11336/226382
identifier_str_mv Martinez, Maria Cecilia; Serra, Ramiro; Sundaramoorthy, Prem; Booij, Thomas; Vertegaal, Cornelis; et al.; Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data; Multidisciplinary Digital Publishing Institute; Education Sciences; 13; 10; 10-2023; 1-23
2227-7102
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.mdpi.com/2227-7102/13/10/1014
info:eu-repo/semantics/altIdentifier/doi/10.3390/educsci13101014
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute
publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1846082591583633408
score 13.22299

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