Four design principles for learner dashboards that support student agency and empowerment (original) (raw)
Journal of Applied Research in Higher Education
Purpose The purpose of this paper is to take a student-centred perspective to understanding the range of ways that students respond to receiving information about their learning behaviours presented on a dashboard. It identifies four principles to inform the design of dashboards which support learner agency and empowerment, features which Prinsloo and Slade (2016) suggest are central to ethical adoption of learning analytics. Design/methodology/approach The study involved semi-structured interviews with 24 final-year undergraduates to explore the students’ response to receiving dashboards that showed the students’ achievement and other learning behaviours. Findings The paper identifies four principles that should be used when designing and adopting learner dashboards to support student agency and empowerment. Research limitations/implications The study was based on a small sample of undergraduate students from the final year from one academic school. The data are based on students’ ...
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