Learning analytics dashboards (LADs) are designed as feedback tools for learners, but until recently, learners rarely have had a say in how LADs are designed and what information they receive through LADs. To overcome this shortcoming, we have developed a customisable LAD for Coursera MOOCs on which learners can set goals and choose indicators to monitor. Following a mixed-methods approach, we analyse 401 learners' indicator selection behaviour in order to understand the decisions they make on the LAD and whether learner goals and self-regulated learning skills influence these decisions. We found that learners overwhelmingly chose indicators about completed activities. Goals are not associated with indicator selection behaviour, while help-seeking skills predict learners' choice of monitoring their engagement in discussions and time management skills predict learners' interest in procrastination indicators. The findings have implications for our understanding of learners' use of LADs and their design.
|Title of host publication||LAK 2021 Conference Proceedings - The Impact we Make|
|Subtitle of host publication||The Contributions of Learning Analytics to Learning, 11th International Conference on Learning Analytics and Knowledge|
|Number of pages||12|
|Publication status||Published - 12 Apr 2021|
|Event||11th International Conference on Learning Analytics and Knowledge: The Impact we Make: The Contributions of Learning Analytics to Learning, LAK 2021 - Virtual, Online, United States|
Duration: 12 Apr 2021 → 16 Apr 2021
|Series||ACM International Conference Proceeding Series|
|Conference||11th International Conference on Learning Analytics and Knowledge: The Impact we Make: The Contributions of Learning Analytics to Learning, LAK 2021|
|Period||12/04/21 → 16/04/21|
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