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Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle‐school science curriculum
Author(s) -
Daley Samantha G.,
Hillaire Garron,
Sutherland LeeAnn M.
Publication year - 2016
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12221
Subject(s) - curriculum , online learning , computer science , perception , key (lock) , mathematics education , educational technology , psychology , multimedia , pedagogy , computer security , neuroscience
Technology makes possible abundant new opportunities to capture and display data in online learning environments. We describe here an example of using these opportunities to improve students' use of the rich supports available in online learning environments. We describe an example of a blended learning experience that uses an online inquiry‐based middle‐school science curriculum in which we provided sixth graders ( n = 126) data aligned with the U niversal D esign for L earning instructional framework. Students were provided and asked to reflect on their own data not only about performance but also about use of optional embedded supports vis‐à‐vis their perceptions of difficulty of key concepts. We determined that students were generally able to understand and interpret these rich data and that providing these data influenced subsequent help seeking in the online environment. We discuss implications for supporting help seeking and designing assessment and feedback within online learning environments.