Designing for Impact: Engagement and Student-Facing Analytics in an Online Undergraduate Course

• In Event: Paper Session: New Directions in Learning Analytics and Assessment

Abstract

Adding to the literature on the design of online teaching tools, this study analyzes undergraduates’ participation in an online course, focusing on how they establish their presence in an online community and assess the impact of their textual and multimodal contributions. This mixed methods study consists of a survey (N = 120) and case studies of 6 students whose participation represented high, medium, and low impact in terms of their influence on their peers. The study reveals the utility of student-facing analytics and a conceptualization of online pedagogy that privileges creation, curation, and collaboration. It also sheds light on how such pedagogies can be disruptive, requiring students to adjust their conception of responsibilities, rights, and agency in an online classroom.

Authors

• Jessica Adams, University of California - Berkeley

• Devanshi Unadkat, University of California - Berkeley

• Glynda A. Hull, University of California - Berkeley