فصلنامه روندها و دستاوردها در فناوری یادگیری

فصلنامه روندها و دستاوردها در فناوری یادگیری

مرور نظام مند مبانی نظری مداخلات واکاوی یادگیری در آموزش عالی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
2 دانشگاه علامه طباطبایی
چکیده
با توجه به گسترش روزافزون کاربرد واکاوی یادگیری در آموزش عالی و نقش آن در بهبود فرآیند یادگیری، پژوهش حاضر با هدف مرور نظام‌مند مبانی نظری مداخلات واکاوی یادگیری در آموزش عالی انجام شد. این پژوهش به شیوه مرور نظام‌مند و با جستجوی کلیدواژه‌های مرتبط در پایگاه‌های اطلاعاتی داخلی و خارجی مانند پایگاه علمی جهاد دانشگاهی، اریک، اسکوپوس و ... به بررسی مقالات منتشر شده از سال 2017 به بعد پرداخت. 54 مقاله مرتبط با موضوع پژوهش انتخاب و مورد بررسی قرار گرفتند. یافته‌های پژوهش نشان داد که مداخلات واکاوی یادگیری با اهداف متنوعی از جمله بهبود عملکرد تحصیلی، افزایش مشارکت و تعامل دانشجویان و بهبود کیفیت تدریس انجام می‌شوند. در این مداخلات، از انواع داده‌ها مانند داده‌های فعالیت‌های یادگیری (مانند تاریخچه ورود به سیستم و نمرات) و داده‌های ویژگی‌های دانشجو (مانند سن و جنسیت) استفاده می‌شود. روش‌های مداخله نیز متنوع بوده و شامل ارائه بازخورد و توصیه‌های شخصی‌سازی شده، طراحی محتوای آموزشی تطبیقی و استفاده از عناصر بازی‌وارسازی می‌شوند. نتایج این مداخلات به طور کلی مثبت بوده و منجر به بهبود عملکرد تحصیلی، افزایش مشارکت و تعامل دانشجویان و بهبود کیفیت تدریس شده است. با این حال، پیاده‌سازی واکاوی یادگیری با چالش‌هایی مانند حفظ حریم خصوصی داده‌ها و مقاومت در برابر تغییر نیز روبرو است. در نهایت، با توجه به پتانسیل بالای واکاوی یادگیری در بهبود فرآیند آموزش عالی، پیشنهاد می‌شود که موسسات آموزشی با برنامه‌ریزی دقیق و توجه به چالش‌های موجود، از این فناوری برای ارتقای کیفیت آموزش بهره‌مند شوند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Systematic Review of Theoretical Foundations for Learning Analytics Interventions in Higher Education

نویسندگان English

Pedram Safari 1
Mohammad Reza Nili Ahmadabadi 2
1 Ph.D Student in Educational Technology, Allameh Tabatabai University, Tehran, Iran
2 Allameh Tabatabaii University
چکیده English

Given the growing use of learning analytics in higher education and its role in improving the learning process, this study aimed to systematically review the theoretical foundations of learning analytics interventions in higher education. This systematic review was conducted by searching relevant keywords in domestic and international databases such as the Scientific Information Database (SID), ERIC, Scopus, etc. to examine articles published from 2017 onwards. 54 articles related to the research topic were selected and reviewed. The findings showed that learning analytics interventions are implemented with various goals, including improving academic performance, increasing student engagement and interaction, and enhancing teaching quality. These interventions utilize various types of data, such as learning activity data (e.g., login history and grades) and student characteristic data (e.g., age and gender). Intervention methods are also diverse and include providing personalized feedback
and recommendations, designing adaptive educational content, and using gamification elements. The results of these interventions have generally been positive, leading to improved academic performance, increased student engagement and interaction, and enhanced teaching quality. However, the implementation of learning analytics also faces challenges such as data privacy concerns and resistance to change. Finally, given the high potential of learning analytics in improving the higher education process, it is suggested that educational institutions benefit from this technology to enhance the quality of education with careful planning and attention to existing challenges.

کلیدواژه‌ها English

Data Mining
E-learning
Higher Education
Intervention
Learning Analytics
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