Understanding university teachers’ online pedagogies through teaching analytics

B. Boitshwarelo, Anna Stack, Kym Hynes, Mark Armstrong
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Abstract

The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning experiences and outcomes. This paper explores teaching analytics and how they can help us understand online teacher decisions and practices. Using preliminary data related to online quizzes and forums, the paper illustrates the potential and challenges related to the use of teaching analytics and concludes by discussing implications and recommending further work.
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通过教学分析了解大学教师的在线教学法
大学教师在在线学习空间中使用的教学法影响着学生的学习过程。因此,了解教师的在线教学意图和实践是提升学生学习体验和成果的关键所在。本文探讨了教学分析及其如何帮助我们理解教师的在线决策和实践。通过使用与在线测验和论坛相关的初步数据,本文阐述了与使用教学分析相关的潜力和挑战,最后讨论了其影响并提出了进一步工作的建议。
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