Using Data-Informed Learning Design as Teaching Pedagogy to Enhance Social Network Interaction Development in Online Discussion (Poster 28)

• In Event: AERA Poster Session Seven
  In Poster Session: Learning in Digital Environments

Abstract

Effective instructions should shift from data-driven teaching to more pedagogy-driven design to enhance students’ learning experiences and outcomes through data-informed learning design (DILD). This study adduced evidence in understanding of perceptions of experiences of DILD practices. It concluded that students’ perceptions and experiences on weekly’s “social learning analytics” were medium-high with generally positive, but they were concomitant with diverse perceptions and experiences on how DILD support their social-interconnectivity. The six emerged themes in concomitant with the strategies suggested by the students for redesign of social learning analytics as monitoring, reflecting, and adjusting learning pedagogies to advance their social interactivity performances. Future research should examine how educators may forge students’ digital data literacy skills to sustain effective data-informed learning.

Authors

• Hoda Harati, Towson University
  Non-Presenting Author

• Chih-Hsiung Tu, Northern Arizona University
  Presenting Author

• Johna Meek Marie, Northern Arizona University
  Non-Presenting Author

• Catharyn Crane Shelton, Northern Arizona University
  Non-Presenting Author

• Laura Esthela Sujo-Montes, Northern Arizona University
  Non-Presenting Author

• Patricia J. Peterson, Northern Arizona University
  Non-Presenting Author