Learning analytics based smart pedagogy: Student feedback. Uskov, V., L., Bakken, J., P., Aluri, L., Rayala, N., Uskova, M., Sharma, K., & Rachakonda, R. In Smart Innovation, Systems and Technologies, volume 99, pages 117-131, 2019. Springer Science and Business Media Deutschland GmbH.
abstract   bibtex   
Learning Analytics is a dynamic interdisciplinary field that encompasses educational sciences and state-of-the-art technology, methods and systems from various fields of computing such as data science, data visualization, software engineering, human-computer interaction, statistics, artificial intelligence, with various stakeholders, e.g. instructors, students, department and college administrators, practitioners, university top managers, computer scientists, IT experts, and software developers. Despite some current achievements and initial developments in Learning Analytics, we are still in a very early stage of development of sophisticated technologies and well-thought practices, tools and applications in this field as well as understanding the impact of Learning Analytics on (a) student learning and privacy, and (b) faculty instruction and autonomy. This paper presents the up-to-date research findings and outcomes of a multi-aspect project on Smart Learning Analytics at Bradley University (USA). It describes the obtained research outcomes about student perception and attitude to Learning Analytics on an academic course level and corresponding Learning Analytics-based pedagogy.
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 title = {Learning analytics based smart pedagogy: Student feedback},
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 year = {2019},
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 keywords = {Learning analytics,Smart pedagogy,Student feedback,Teaching strategy},
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 abstract = {Learning Analytics is a dynamic interdisciplinary field that encompasses educational sciences and state-of-the-art technology, methods and systems from various fields of computing such as data science, data visualization, software engineering, human-computer interaction, statistics, artificial intelligence, with various stakeholders, e.g. instructors, students, department and college administrators, practitioners, university top managers, computer scientists, IT experts, and software developers. Despite some current achievements and initial developments in Learning Analytics, we are still in a very early stage of development of sophisticated technologies and well-thought practices, tools and applications in this field as well as understanding the impact of Learning Analytics on (a) student learning and privacy, and (b) faculty instruction and autonomy. This paper presents the up-to-date research findings and outcomes of a multi-aspect project on Smart Learning Analytics at Bradley University (USA). It describes the obtained research outcomes about student perception and attitude to Learning Analytics on an academic course level and corresponding Learning Analytics-based pedagogy.},
 bibtype = {inProceedings},
 author = {Uskov, Vladimir L. and Bakken, Jeffrey P. and Aluri, Lavanya and Rayala, Narmada and Uskova, Maria and Sharma, Karnika and Rachakonda, Rama},
 booktitle = {Smart Innovation, Systems and Technologies}
}
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