e-FeeD4Mi: human-centred design of personalised and contextualised feedback in MOOCs.
Saved in:
| Title: | e-FeeD4Mi: human-centred design of personalised and contextualised feedback in MOOCs. |
|---|---|
| Authors: | Topali, Paraskevi, Ortega-Arranz, Alejandro, Asensio-Pérez, Juan I., Villagrá-Sobrino, Sara L., Martínez-Monés, Alejandra, Dimitriadis, Yannis |
| Source: | Behaviour & Information Technology. Mar2025, Vol. 44 Issue 5, p1053-1070. 18p. |
| Subjects: | Research funding, Computer software, Satisfaction, Massive open online courses, Interviewing, Questionnaires, Content analysis, Learning, Judgment sampling, Surveys, Students, College teacher attitudes, Research methodology, Software architecture, User-centered system design, Employees' workload |
| Abstract: | Personalised feedback in MOOCs is often prevented by the non-scalability of traditional approaches and the lack of pedagogical grounding of the current learning analytics (LA) solutions. One way to tackle such limitations is the adoption of a participatory approach through the active positioning of MOOC instructors in the design and development of LA solutions. Nonetheless, there is a scarcity of empirical proposals supporting these approaches in MOOCs. To that end, the current paper presents e-FeeD4Mi, a web-based tool, incorporating a set of catalogues, recommendations and a process, that aim to support instructors in the design of human-centred LA-informed feedback. We conducted an evaluative study with 6 MOOC instructors who employed the tool into their course designs to assess e-FeeD4Mi usefulness, usability and associated workload. The evidence gathered permitted us to understand how e-FeeD4Mi support the design of human-centred LA-based feedback in MOOCs. Altogether, the results showed a good usability and participants' satisfaction regarding the use of the tool for shaping personalised feedback. At the same time, participants offered ideas for further tool enrichment. This study expands upon the current body of empirical research on the human-centred approaches in the design of LA-driven interventions in MOOCs. [ABSTRACT FROM AUTHOR] |
| Copyright of Behaviour & Information Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
