A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers' Diagnostic Support System

Autor/inn/en	Kärner, Tobias; Warwas, Julia; Schumann, Stephan
Titel	A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers' Diagnostic Support System
Quelle	In: Technology, Knowledge and Learning, 26 (2021) 1, S.31-52 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kärner, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-020-09448-4
Schlagwörter	Learning Analytics; Heterogeneous Grouping; Computer Uses in Education; Client Server Architecture; Handheld Devices; Individualized Instruction; Computer System Design; Usability; Student Evaluation; Educational Diagnosis + Suchen Sie Ihr Suchwort? Computernutzung; Individualisierender Unterricht; Schulnote; Studentische Bewertung; Pedagogical diagnostics; Pädagogische Diagnostik
Abstract	Addressing heterogeneity in the classroom by adapting instruction to learners' needs challenges teachers in their daily work. To provide adaptive instruction in the most flexible way, teachers face the problem of assessing students' individual characteristics (learning prerequisites and learning needs) and situational states (learning experiences and learning progress) along with the characteristics of the learning environment. To support teachers in gathering and processing such multidimensional diagnostic information in class, we have developed a client-server based software prototype running on mobile devices: the Teachers' Diagnostic Support System. Following the generic educational design research process, we (1) delineate theoretical implications for system requirements drawn from a literature review, (2) describe the systems' design and technical development and (3) report the results of a usability study. We broaden our theoretical understanding of heterogeneity within school classes and establish a basis for technological interventions to improve diagnostic accuracy in adaptive instructional strategies. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01