Data Mining in Online Professional Development Program Evaluation: An Exploratory Case Study

Autor/inn/en	Rice, Kerry; Hung, Jui-Long
Titel	Data Mining in Online Professional Development Program Evaluation: An Exploratory Case Study
Quelle	In: International Journal of Technology in Teaching and Learning, 11 (2015) 1, S.1-20 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2576
Schlagwörter	Case Studies; Online Courses; Program Evaluation; Faculty Development; Elementary Secondary Education; Data Analysis; Prior Learning; Teacher Effectiveness; Teaching Experience; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Teacher Workshops; Outcomes of Education; Learner Engagement; Teacher Attitudes; Prediction; Management Systems + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Online course; Online-Kurs; Programme evaluation; Programmevaluation; Auswertung; Vorkenntnisse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Lehrerverhalten; Vorhersage
Abstract	This case study explored the potential applications of data mining in the educational program evaluation of online professional development workshops for pre K-12 teachers. Multiple data mining analyses were implemented in combination with traditional evaluation instruments and student outcomes to determine learner engagement and more clearly understand the relationship between logged activities and learner experiences. Data analysis focused on the following aspects: 1) Shared learning characteristics, 2) frequent learning paths, 3) engagement prediction, 4) expectation prediction, 5) workshop satisfaction prediction, and 6) instructor quality prediction. Results indicated that interaction and engagement were important factors in learning outcomes for this workshop. In addition, participants who had online teaching experience could be expected to have a higher engagement level but prior online learning experience did NOT show a similar relationship. (As Provided).
Anmerkungen	International Journal of Technology and Learning. Web site: https://sicet.org/main/journals/ijtt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01