An architecture for feedback-driven learning analytics
- Authors: Winfield, Philip John
- Date: 2023-12
- Subjects: Educational statistics -- Data processing , Education -- Research -- Statistical methods , Teacher-student relationships
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62744 , vital:72935
- Description: Feedback from students provides an opportunity to gain insights into students’ learning behaviour and participation in higher education learning and teaching. Academic staff are expected to constantly review and improve the learning and teaching environment where feedback contributes vital information toward pedagogical decision-making. Reviewing student feedback is essential but time-consuming, making it crucial to explore more effective and efficient ways to analyse and present feedback that encourages intervention and support. The general design science research evaluation pattern guided the construction and evaluation of a Feedback-Driven Architecture (FDA) for Learning Analytics (LA) to address this problem. An FDA implementation using a suitable case demonstrated each component validating the feasibility and effectiveness of the proposed design. The components identified for inclusion in the FDA were integrated within layers of a three-tiered architecture pattern. The data layer incorporates the collection, preparation and storage of learning management system data which includes free-form narrative student feedback. The application layer contains logic to support the analysis of free-form narrative student feedback and extraction of learning analytics. Arrangement and visualisation of information in the presentation layer aim to promote appropriate intervention and support. Evaluation using a case study showed that the FDA provided necessary guidelines for developing an implementation that produced feedbackdriven learning analytics. Data preparation transformed unstructured data into a suitable representation for effective analysis. Cohorts within narrative feedback responses were identified using the k-means clustering algorithm and latent Dirichlet allocation. Logistic regression and support vector machines were applied as predictive models and trained using extracted quantitative markers to predict academic success. , Thesis (MSc) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Winfield, Philip John
- Date: 2023-12
- Subjects: Educational statistics -- Data processing , Education -- Research -- Statistical methods , Teacher-student relationships
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62744 , vital:72935
- Description: Feedback from students provides an opportunity to gain insights into students’ learning behaviour and participation in higher education learning and teaching. Academic staff are expected to constantly review and improve the learning and teaching environment where feedback contributes vital information toward pedagogical decision-making. Reviewing student feedback is essential but time-consuming, making it crucial to explore more effective and efficient ways to analyse and present feedback that encourages intervention and support. The general design science research evaluation pattern guided the construction and evaluation of a Feedback-Driven Architecture (FDA) for Learning Analytics (LA) to address this problem. An FDA implementation using a suitable case demonstrated each component validating the feasibility and effectiveness of the proposed design. The components identified for inclusion in the FDA were integrated within layers of a three-tiered architecture pattern. The data layer incorporates the collection, preparation and storage of learning management system data which includes free-form narrative student feedback. The application layer contains logic to support the analysis of free-form narrative student feedback and extraction of learning analytics. Arrangement and visualisation of information in the presentation layer aim to promote appropriate intervention and support. Evaluation using a case study showed that the FDA provided necessary guidelines for developing an implementation that produced feedbackdriven learning analytics. Data preparation transformed unstructured data into a suitable representation for effective analysis. Cohorts within narrative feedback responses were identified using the k-means clustering algorithm and latent Dirichlet allocation. Logistic regression and support vector machines were applied as predictive models and trained using extracted quantitative markers to predict academic success. , Thesis (MSc) -- Faculty of Science, School of Computer Science, Mathematics, Physics and Statistics, 2023
- Full Text:
- Date Issued: 2023-12
Using emotional intelligence interpersonal competency of empathy as a frame to combat xenophobia in schools: a case study
- Authors: Williams, Augustus
- Date: 2017
- Subjects: Teacher-student relationships , Emotional intelligence -- South Africa -- Students Education, Humanistic
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13507 , vital:27214
- Description: The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
- Full Text:
- Date Issued: 2017
- Authors: Williams, Augustus
- Date: 2017
- Subjects: Teacher-student relationships , Emotional intelligence -- South Africa -- Students Education, Humanistic
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13507 , vital:27214
- Description: The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
- Full Text:
- Date Issued: 2017
A self-reflection of my interactions, communication and relationship structures in the classroom
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
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