Practicing the scholarship of teaching and learning with classroom learning analytics
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This presentation draws upon the concept of the Scholarship of Teaching and Learning (SoTL) and reflective practice widely known in higher education and how it is in line with incorporating learning analytics in the classroom to promote data-driven reflection-on-action. It begins with a brief introduction to SoTL, its history, and how to practice this approach. It then moves on to introducing reflection-on-action and reflection-inaction in connection to SoTL. Following that, a case study is described in which a blended course has been designed, developed, and implemented targeting Japanese undergraduate students. In this report, learning analytics data in the form of course reports generated by the learning management system have been utilized to investigate users' access to and contribution to the discussion boards. These statistics are used as an indicator of the level of social presence within the course. The data has shown that the students were not so enthusiastic about communicating with the instructors, TAs, and other peers online. The few number of posts on the discussion boards, despite the large class size, is evidence for this observation. Some suggestions have been made with the aim of fostering social presence in the current course and other similar fully online/blended courses.
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Practicing the scholarship of teaching and learning with classroom learning analytics
- 1. Practicing the Scholarship of Teaching and Learning with Classroom Learning Analytics IIAI AAI 2018 LTLE 2018 Mehrasa Alizadeh Osaka University
- 3. 3
- 4. This Presentation … 4 Scholarship of Teaching and Learning (SoTL) Classroom Learning Analytics Reflective Practice Theoretical Foundation for
- 5. This Presentation … ▪ Reports on a SoTL Study: ▫ Data: Learning Analytics Generated by an LMS ▫ Aim: Enhancing Reflection-on-Action ▫ Parameter Measured: Social Presence ▫ Indicator: Students’ Access to and Activity in Discussion Boards 5
- 7. ““Systematic reflection and study on teaching and learning made public” McKinney (2006) 7 Definition
- 8. More about SoTL (1) ▪ SoTL is a systematic enquiry in which faculty go "meta" in an attempt to form and investigate questions related to the effectiveness of teaching and learning processes. 8 Contributing to the broader field of education Improving their own classroom
- 9. More about SoTL (2) ▪ SoTL can be rooted in past traditions, such as: 9 Action Research Classroom & Program Assessment Reflective Practice Movement Peer Review of Teaching Faculty Development Traditional Educational Research
- 10. Boyer’s (1990) Model of Scholarship 10 Scholarship of Discovery Scholarship of Integration Scholarship of Teaching Scholarship of Application Work of the Professoriate
- 11. Time for Change: SoT → SoTL ▪ The term SoT was seen as insufficient in capturing the processes of teaching and learning. ▪ Toward the end of the 1990s, there was a perceived need to take learning seriously. 11 “Scholarship of Teaching“ “Scholarship of Teaching and Learning“ Shulman (1999)
- 12. How to Practice SoTL ▪ (1) Identifying a teaching problem ▪ (2) Narrowing down the research question ▪ (3) Conducting a review of the literature ▪ (4) Implementing a new method ▪ (5) Evaluating the method ▪ (6) Analyzing the results ▪ (7) Disseminating the results publicly 12
- 14. Reflective Practice ▪ Developed by Donald Schön 14 Reflection-on-Action Reflection-in-Action
- 15. 2. Case Study
- 16. Participants and Setting ▪ Blended Course: Osaka University Global English Online (OUGEO) ▪ Target Group: Undergraduate Students of Law, Letters and Economics (N=86) ▪ Proficiency Level: A2, B1, B2 ▪ Online & Face-to-Face: 10 Weeks + 5 Weeks ▪ Hosted on Blackboard (CLE)
- 17. Social Presence (1) ▪ Oftentimes, learners tend to feel isolated and alienated in online learning environments. ▪ The literature: 17 Social presence is a predictor of learner satisfaction and perceived learning outcomes.
- 18. Social Presence (2) ▪ Discussion Boards Were Created on CLE. ▪ Students were encouraged to actively participate in discussions with their classmates and instructors. 18
- 19. Assessing Social Presence Learning analytics generated by CLE were analyzed to investigate students’ access and use of discussion boards as an indicator of social presence. 19
- 20. Course Reports on CLE In order to run a report on user activity in CLE forums, the following steps should be taken. ▪ 1. Go to the Control Panel. ▪ 2. Expand the Evaluation section ▪ 3. Select Course Reports. ▪ 4. Select User Activity in Forums. 20
- 21. 21
- 22. Statistics Report on the User Activity (1) ▪ A total of four main discussion boards were created. ▪ Additional boards for group poster presentations 22
- 23. Statistics Report on the User Activity (2) ▪ The number of times users accessed the discussion boards Table 1. Users’ Access to CLE Forums 23 Discussion Boards Hits Percent Technical/General Support 411 37.19% Level 1 59 5.34% Level 2 125 11.32% Level 3 411 37.19% Group Presentation Forums 99 8.96% Total 1105 100%
- 24. Statistics Report on the User Activity (3) ▪ The number of messages posted on each discussion board Table 2. Users’ Messages in CLE Forums 24 Discussion Boards Hits Percent Technical/General Support 20 11.76% Level 1 37 21.76% Level 2 42 24.71% Level 3 60 35.29% Group Presentation Forums 11 6.48% Total 170 100%
- 25. Statistics Report on the User Activity (4) It is worth noting that: ▪ The students posted only 33 messages to the forums. ▪ The remaining 137 threads were started by the TAs. In fact, out of 86 students enrolled in the course, only 9 of them contributed to the discussion boards with a minimum of 1 and a maximum of 8 posts per person. 25
- 26. Statistics Report on the User Activity (5) ▪ Usage Patterns over Time 26 Using discussion boards was not a very successful method of creating online interaction among the students and fostering social presence.
- 27. Lessons Learned ▪ The students’ usage patterns of the discussion boards indicates their lack of interest in using this platform for communication. ▪ Instead of using the forums to ask questions, they most often wrote emails to the instructor and TAs so as to consult them about technical issues. 27
- 28. Suggestion to Enhance Social Presence 1) Training students on the use of discussion boards 2) Making it a requirement to actively post on discussion boards 3) Adopting a different means of online interaction such as LINE besides discussion boards 4) Adding both synchronous and asynchronous communication tools 28
- 29. References ▪ Blyth, A. (2015). Social media ethics in English language teaching. JALT CALL Journal, 11(2), 165–176. Retrieved from http://journal.jaltcall.org/articles/11_2_Blyth.pdf ▪ Boyer, E., L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton: NJ: The Carnegie Foundation for the Advancement of Teaching. ▪ Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26. doi: 10.1080/08923649709526970 ▪ Hutchings, P. (2002, March). Informal handout and remarks at the SoTL Community of Practice. Annual meetings of the American Association for Higher Education, Chicago, IL. ▪ Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 10-15. Retrieved from http://www.jstor.org/stable/40165542 ▪ McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. New Directions for Institutional Research, 129, 37-50. doi:10.1002/ir ▪ Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 66-88. Retrieved from https://www.ideals.illinois.edu/handle/2142/18713 ▪ Rovai, A. P. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10(1), 77-88. doi:10.1016/j.iheduc.2006.10.001 ▪ Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books. ▪ Shulman, L. S. (1999). Taking learning seriously. Change, 31(4), 10-17. doi:10.1080/00091389909602 695 ▪ Weinel, M., Bannert, M., Zumbach, J., Hoppe, H. U., & Malzahn, N. (2011). A closer look on social presence as a causing factor in computer-mediated collaboration. Computers in Human Behavior, 27(1), 513–521. doi:10.1016/j.chb.2010.09.020 29
- 30. THANKS! Any questions? You can contact me at: alizadeh.mehrasa@lab.ime.cmc.osaka-u.ac.jp 30 Presentation template by SlidesCarnival Photographs by Unsplash and Pixabay
Notes de l'éditeur
- This paper first introduces the concept of SoTL and its evolution over the past three decades. It then reports on a SoTL study which utilizes learning analytics data generated by the learning management system to enhance reflection-on-action. In particular, it investigates the level of social presence in a blended course by analyzing the students’ access to and activity in the discussion boards (also called forums).
- This paper first introduces the concept of SoTL and its evolution over the past three decades. It then reports on a SoTL study which utilizes learning analytics data generated by the learning management system to enhance reflection-on-action. In particular, it investigates the level of social presence in a blended course by analyzing the students’ access to and activity in the discussion boards (also called forums).
- SoTL is a systematic enquiry in which faculty go “meta” in an attempt to form and investigate questions related to the effectiveness of teaching and learning processes with the ultimate goal of improving their own classroom as well as contributing to the broader field of education.
- SoTL can be rooted in past traditions in higher education, such as classroom and program assessment, K-12 action research, the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to promote teaching and learning.
- Around three decades ago, Boyer proposed a new perspective on “scholarship” which went beyond the traditional definitions of scholarship and research. He believed that the work of the professoriate could be thought of as consisting of four separate yet interconnected functions, and that is how the concept of the “scholarship of teaching” (SoT) was born. “Boyer's model of scholarship is an academic model advocating expansion of the traditional definition of scholarship and research into four types of scholarship. According to Boyer, traditional research, or the scholarship of discovery, had been the center of academic life and crucial to an institution's advancement but it needed to be broadened and made more flexible to include not only the new social and environmental challenges beyond the campus but also the reality of contemporary life. His vision was to change the research mission of universities by introducing the idea that scholarship needed to be redefined.”
- Later on, with more emphasis placed on learning, the term SoT was seen as insufficient in capturing the processes of teaching and learning. As a result, toward the end of the 1990s, there was a perceived need to take learning seriously and thus the term “scholarship of teaching” was modified to “scholarship of teaching and learning”. It is now widely agreed that improving teaching does not necessarily lead to better learning. Shulman (1999)
- SoTL practitioners most often take the following steps when undertaking a SoTL investigation. And this loop continues by identifying a new teaching problem and going about solving it.
- Reflection-on-action denotes reflecting on a past action or experience with the aim of discovering what could have been improved. Reflection-in-action, however, refers to reflecting on one’s actions on the go and considering best practices while still involved in a process.
- A blended course of English for general academic purposes titled Osaka University Global English Online (OUGEO) was designed and developed for undergraduate students from the faculties of Law, Economics, and Letters. A total of 86 students were enrolled in the course. Based on the results of a placement test administered prior to the course, they were placed in three proficiency levels roughly corresponding to A2, B1, and B2 levels of the Common European Framework of Reference for Languages (CEFR). Out of 15 weeks within a semester, 10 weeks were conducted online, and the instructors and students met only 5 times. The course was hosted on the Osaka University learning management system, Blackboard Learn, locally known as CLE (Collaboration and Learning Environment).
- Given the few number of face-to-face classes, it was highly important to ensure that the students enrolled in OUGEO felt socially present despite the physical absence. In order to foster social presence, discussion boards were created on CLE, and the students were encouraged to actively participate in discussions with their classmates and instructors on topics related to the materials for each week. They could also consult peers and instructors on any technical issues they had by posting on a board particularly created for this purpose.
- A SoTL approach informed by learning analytics was adopted to assess social presence in the course. Specifically, learning analytics generated by CLE were analyzed to investigate students’ access and use of discussion boards as an indicator of social presence.
- CLE allows instructors and teaching assistants (TAs) to run several types of course reports so as to view information about course activity and usage. These reports enable instructors and TAs to view course access patterns and summaries of course usage such as which course areas are visited most frequently.
- The present study looks at one of these course report types namely “User Activity in Forums”, which summarizes user activity in discussion boards within a course.
- Looking at the details of users’ activity, it was found that in total the students posted only 33 messages to the forums, whereas the remaining 137 threads were started by the TAs. In fact, out of 86 students enrolled in the course, only 9 of them (5 international and 4 Japanese) contributed to the discussion boards with a minimum of 1 and a maximum of 8 posts per person.
- Usage patterns over time were also analyzed by calculating the average number of times the forums were accessed by all users over four months. Fig. 3 shows the average number of times users accessed the discussion boards over four months. Looking at the graph, it is evident that users’ access to the forums constantly decreased over the semester. Using discussion boards was not a very successful method of creating online interaction among the students and fostering social presence in the blended course
- The students’ usage patterns of the discussion boards indicates their lack of interest in using this platform for communication. As a matter of fact, they tended to access the materials on their own and submit their assignments individually rather than interacting with their peers online. Also, instead of using the forums to ask questions, they most often wrote emails to the instructor and TAs so as to consult them about technical issues. Previous studies conducted on Japanese learners’ favored means of online communication such as [11] have also mentioned learners’ preference for other means of online communication such as LINE.
- In an attempt to enhance online interaction among the students, the following suggestions have been made.