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    Can learning analytics provide useful insights? An exploration on course level
    (Australasian Society for Computers in Learning in Tertiary Education, 2019-01-01) Heinrich E
    This concise paper reports on an analysis of access logs of a first year university course that was delivered in a blended format. This analysis is an initial step in a wider project aimed at investigating if learning analytics can provided useful insights on course level, targeting both student learning and the needs of teachers. Preliminary findings show potential in noting when students need targeted help, a lack of correlation between access logs and grades, and insights into the degree by which course completion rates are affected by the lack of student engagement.
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    Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
    (Castledown Publishers, 12/04/2022) Qi GY; Wang Y
    This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time – the face-to-face and the online groups. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher’s reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one’s agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning.