Development of an Integrated Model of Learning Design and Learning Analytics: A Constructivist Approach

Document Type : Research Paper

Authors

1 Ph.D. in Educational Technology, Allameh Tabataba'i University, Tehran, Iran

2 Ph.D in Educational Technology, Tarbiat Modares University, Tehran, Iran

3 Associate Professor, Department of Educational Technology, Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, Tehran, Iran

4 Assistant Professor, Department of Computer Science, University of Nottingham, Ningbo, China

Abstract

Research shows that learning design and learning analytics together have a synergistic potential to promote learning. However, it is controversial how this synergy works. In this qualitative study, content analysis method was used to develop a constructivist learning design and learning analytics (CLDLA) model. For this purpose, 14 subject experts were selected through purposeful sampling method and were interviewed. The logic for selecting this number of experts was the theoretical saturation rule, which refers to the adequacy of collected data. The validity of the model was assessed by a survey of 20 subject experts. Research tools include an unstructured interview and the Model Validity Assessment Questionnaire. Data analysis was performed in three stages inlcudig open coding, axial coding, and selective coding. The results of data analysis led to the identification of components and the proposition of the CLDLA model. According to the results of this study, it is suggested to use the CLDLA model in the application of learning analytics in constructivist learning environments.

Keywords

References

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