Learner dashboards are a graphical interface that manipulate and present to the student data about their learning behaviours (attendance, visits to the library, attainment etc.). This scoping study aimed to explore the under researched areas of undergraduate students’ responses to the use of learning dashboards through data gathered from twenty-four final year undergraduate students in a single faculty in a UK university. The study suggests that, similar to feedback literacy (Sutton 2012), there is a type of literacy associated with dashboards that has components of knowing, being and acting and that employing these concepts helps us to understand how students’ respond to dashboards. The implications for institutions to consider as they take forward these tools are outlined.
|Journal||Distance Education in China|
|Early online date||2018|
|Publication status||Published - 1 Jan 2019|